Pub Date : 2023-06-26DOI: 10.30722/ijisme.31.01.003
Musarurwa David Chinofunga, Philemon Chigeza, Subhashni Taylor
Research has identified conceptual understanding as central to students’ mathematics comprehension. However, limited research is available to help teachers link mathematics concepts from junior to senior subjects during teaching and learning in Queensland. This mixed methods study is underpinned by constructivism. It explores teachers’ perceptions on how visual representations such as concept maps that link junior concepts (years 7 to 10) to senior concepts (year 11 and 12) can enhance the teaching and learning of conceptual knowledge at senior secondary mathematics. Surveys that include Likert scale items and open-ended questions were conducted with sixteen senior secondary mathematics teachers. To gain deeper understanding, eight semi-structured interviews were also conducted. Results show teachers hold the perception that when concept maps are used to link junior (years 7 to 10) to secondary concepts (year 11 and 12) they can be a resource that enhances conceptual knowledge, consolidation, and assessment of students’ mathematical knowledge. The role of visual representations in mathematics teaching and learning that is enhanced by concept maps is an area that needs more attention to help improve students’ participation and achievement.
{"title":"Concept Maps as a Resource to Enhance Teaching and Learning of Mathematics at Senior Secondary Level","authors":"Musarurwa David Chinofunga, Philemon Chigeza, Subhashni Taylor","doi":"10.30722/ijisme.31.01.003","DOIUrl":"https://doi.org/10.30722/ijisme.31.01.003","url":null,"abstract":"Research has identified conceptual understanding as central to students’ mathematics comprehension. However, limited research is available to help teachers link mathematics concepts from junior to senior subjects during teaching and learning in Queensland. This mixed methods study is underpinned by constructivism. It explores teachers’ perceptions on how visual representations such as concept maps that link junior concepts (years 7 to 10) to senior concepts (year 11 and 12) can enhance the teaching and learning of conceptual knowledge at senior secondary mathematics. Surveys that include Likert scale items and open-ended questions were conducted with sixteen senior secondary mathematics teachers. To gain deeper understanding, eight semi-structured interviews were also conducted. Results show teachers hold the perception that when concept maps are used to link junior (years 7 to 10) to secondary concepts (year 11 and 12) they can be a resource that enhances conceptual knowledge, consolidation, and assessment of students’ mathematical knowledge. The role of visual representations in mathematics teaching and learning that is enhanced by concept maps is an area that needs more attention to help improve students’ participation and achievement.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72468730","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 : 2023-01-01DOI: 10.1504/ijiie.2023.10056878
Dinakar Bhotta, Monica Chaudhary
{"title":"Online Student Engagement and Innovative Teaching Strategies Post Covid-19","authors":"Dinakar Bhotta, Monica Chaudhary","doi":"10.1504/ijiie.2023.10056878","DOIUrl":"https://doi.org/10.1504/ijiie.2023.10056878","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74198257","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 : 2023-01-01DOI: 10.1504/ijiie.2023.10053113
D. Kunda, Sampa C. Mwape
{"title":"Using Data Mining Techniques to Predict University Student's Ability to Graduate on Schedule","authors":"D. Kunda, Sampa C. Mwape","doi":"10.1504/ijiie.2023.10053113","DOIUrl":"https://doi.org/10.1504/ijiie.2023.10053113","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76578165","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 : 2023-01-01DOI: 10.1504/ijiie.2023.10051577
Annastiina Rintala
{"title":"Assessment Analysis: Methods and Implementation Options for Multiple-Choice Exams","authors":"Annastiina Rintala","doi":"10.1504/ijiie.2023.10051577","DOIUrl":"https://doi.org/10.1504/ijiie.2023.10051577","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83673179","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 : 2023-01-01DOI: 10.1504/ijiie.2023.10057724
Z. Mirmoghtadaie, M. Keshavarz, Aida Moharrami Bakhshayeshi
{"title":"The effectiveness of Instructional Animation on dissection skills in Pharmacy Students: An innovation in educational method","authors":"Z. Mirmoghtadaie, M. Keshavarz, Aida Moharrami Bakhshayeshi","doi":"10.1504/ijiie.2023.10057724","DOIUrl":"https://doi.org/10.1504/ijiie.2023.10057724","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90780089","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 : 2023-01-01DOI: 10.1504/ijiie.2023.10051279
H. Hattab
{"title":"An Empirical Investigation of the Effectiveness of Online Entrepreneurship Education among University Students In Egypt","authors":"H. Hattab","doi":"10.1504/ijiie.2023.10051279","DOIUrl":"https://doi.org/10.1504/ijiie.2023.10051279","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85126340","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 : 2023-01-01DOI: 10.1504/ijiie.2023.10051576
Aba Nyameye Mensah, Mensah Justice, G. Awabil
{"title":"Challenges in managing postgraduate distance education in a Sub-Saharan African higher education institution","authors":"Aba Nyameye Mensah, Mensah Justice, G. Awabil","doi":"10.1504/ijiie.2023.10051576","DOIUrl":"https://doi.org/10.1504/ijiie.2023.10051576","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77832068","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 : 2022-12-22DOI: 10.30722/ijisme.30.05.004
Benjamin Shongwe
The research reported in this study examined the quality of argumentation of South African Grade 11 learners through the lens of Toulmin’s argument pattern (TAP). Very little research has quantified the argumentation of learners in mathematics across the school grades. The focus was on measuring the mathematical knowledge and quality of arguments formulated by learners as they engage in a reasoning task set in a Euclidean geometry investigative context. Mathematics education reform efforts have highlighted the importance of argumentation in the acquisition of mathematical knowledge. To describe these participants’ quality of arguments, a sample of 135 Grade 11 learners was drawn from a target population of high schools located in one large South African province. Using an analytical framework modified from Osborne et al. (2004), the findings suggested that although learners’ knowledge of properties of parallel lines was encouragingly satisfactory, the level of their argumentation quality was low. The implication of this finding is that mathematics initial teacher education programs need to design investigations that feature the TAP (core) in their courses. It is recommended that future studies may need to design intervention strategies to address high school learners’ lack of argumentation skills.
{"title":"The Quality of Argumentation in an Euclidean Geometry Context: A Case Study","authors":"Benjamin Shongwe","doi":"10.30722/ijisme.30.05.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.05.004","url":null,"abstract":"The research reported in this study examined the quality of argumentation of South African Grade 11 learners through the lens of Toulmin’s argument pattern (TAP). Very little research has quantified the argumentation of learners in mathematics across the school grades. The focus was on measuring the mathematical knowledge and quality of arguments formulated by learners as they engage in a reasoning task set in a Euclidean geometry investigative context. Mathematics education reform efforts have highlighted the importance of argumentation in the acquisition of mathematical knowledge. To describe these participants’ quality of arguments, a sample of 135 Grade 11 learners was drawn from a target population of high schools located in one large South African province. Using an analytical framework modified from Osborne et al. (2004), the findings suggested that although learners’ knowledge of properties of parallel lines was encouragingly satisfactory, the level of their argumentation quality was low. The implication of this finding is that mathematics initial teacher education programs need to design investigations that feature the TAP (core) in their courses. It is recommended that future studies may need to design intervention strategies to address high school learners’ lack of argumentation skills.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79448702","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 : 2022-12-22DOI: 10.30722/ijisme.30.05.002
Madeleine Schultz, Lisa M. Chiavaroli, Jillian Healy, Kieran F. Lim, T. Wevill
Teaching assistants (TAs) have a major impact on the undergraduate science student experience, and therefore training TAs is critical to support engagement and learning. We ran a one-day TA training program for two years and found that participation in the program increased TAs’ reflective practice and student-centered teaching over a semester of teaching. Open-ended pre-survey responses indicated that in addition to wanting to learn pedagogical approaches, TAs sought help managing challenging situations and student behaviour. Post-surveys confirmed that the program fulfilled most learning goals of TAs and they subsequently applied the new teaching approaches. Participants indicated high levels of empowerment within their teaching roles across the cognitions of impact, competence and meaningfulness, but low self-determination. All aspects of empowerment increased with experience.
{"title":"Empowering Teaching Assistants to Support Students: Impact of Training and Experience on Perceptions and Practices","authors":"Madeleine Schultz, Lisa M. Chiavaroli, Jillian Healy, Kieran F. Lim, T. Wevill","doi":"10.30722/ijisme.30.05.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.05.002","url":null,"abstract":"Teaching assistants (TAs) have a major impact on the undergraduate science student experience, and therefore training TAs is critical to support engagement and learning. We ran a one-day TA training program for two years and found that participation in the program increased TAs’ reflective practice and student-centered teaching over a semester of teaching. Open-ended pre-survey responses indicated that in addition to wanting to learn pedagogical approaches, TAs sought help managing challenging situations and student behaviour. Post-surveys confirmed that the program fulfilled most learning goals of TAs and they subsequently applied the new teaching approaches. Participants indicated high levels of empowerment within their teaching roles across the cognitions of impact, competence and meaningfulness, but low self-determination. All aspects of empowerment increased with experience.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90747693","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 : 2022-12-22DOI: 10.30722/ijisme.30.05.005
T. R. Lee, M. Pye, O. Lilje, Hong Dao Nguyen, Samantha Hockey, M. de Bruyn, Francesca Trudy Van den Berg
Written, invigilated examinations are valued for their reliability, economy and academic integrity. Nevertheless, examinations are problematic. Final, summative examinations can disadvantage students who experience assessment anxiety, and students may not receive useable feedback. An alternative is the two-stage examination, where a traditional examination is followed by a group examination with similar questions. Students gain peer feedback on their examination performance, and can meaningfully apply this feedback. Use of this format in tertiary STEM education in universities has indicated that students prefer the format, although it has been little studied in Australia. Furthermore, its effects on reducing stress and fostering deeper learning are not well understood. The COVID-19 pandemic and switch to online learning has provided us with an opportunity to review our assessment practices and has led to a new willingness to test different examination formats. Here we provide a narrative review of the results of previous studies on two-stage examinations and, based on this and our experience teaching in large-cohort introductory biology courses at an Australian university, we propose a formula for employing them in this context.
{"title":"Two-stage Examinations in STEM: A Narrative Literature Review","authors":"T. R. Lee, M. Pye, O. Lilje, Hong Dao Nguyen, Samantha Hockey, M. de Bruyn, Francesca Trudy Van den Berg","doi":"10.30722/ijisme.30.05.005","DOIUrl":"https://doi.org/10.30722/ijisme.30.05.005","url":null,"abstract":" \u0000Written, invigilated examinations are valued for their reliability, economy and academic integrity. Nevertheless, examinations are problematic. Final, summative examinations can disadvantage students who experience assessment anxiety, and students may not receive useable feedback. An alternative is the two-stage examination, where a traditional examination is followed by a group examination with similar questions. Students gain peer feedback on their examination performance, and can meaningfully apply this feedback. Use of this format in tertiary STEM education in universities has indicated that students prefer the format, although it has been little studied in Australia. Furthermore, its effects on reducing stress and fostering deeper learning are not well understood. The COVID-19 pandemic and switch to online learning has provided us with an opportunity to review our assessment practices and has led to a new willingness to test different examination formats. Here we provide a narrative review of the results of previous studies on two-stage examinations and, based on this and our experience teaching in large-cohort introductory biology courses at an Australian university, we propose a formula for employing them in this context.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84115828","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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