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International Journal of Innovation in Science and Mathematics Education最新文献

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Student Perspectives on Summer School Versus Term-Time for Undergraduate Mathematics 学生对暑期学校与学期数学的看法
Q3 Social Sciences Pub Date : 2022-12-22 DOI: 10.30722/ijisme.30.05.003
G. Papadopoulos, D. Easdown
Earlier studies at The University of Sydney indicate that students undertaking certain first year mathematics units in intensive mode of delivery (IMD) achieved superior learning outcomes compared to those completing the same units during the semester. The aim of this study is to survey students that took any undergraduate mathematics units offered in IMD over the period 2009-2016, asking them to compare summer school with semester learning environments. While data suggest that the learning environment is overwhelmingly in favour of summer school, there are features of both modes that appear to be successful. This leads to a flow-diagram, akin to Biggs’ Presage-Process-Product (3P) model, emphasising presage and temporality.
悉尼大学的早期研究表明,与在学期内完成相同单元的学生相比,在密集交付模式(IMD)中学习某些第一年数学单元的学生取得了更好的学习成果。本研究的目的是调查在2009-2016年期间参加IMD提供的任何本科数学单元的学生,让他们比较暑期学校和学期学习环境。虽然数据显示,学习环境压倒性地有利于暑期学校,但这两种模式似乎都有成功的特点。这就引出了一个流程图,类似于比格斯的预测-过程-产品(3P)模型,强调预测和时间性。
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引用次数: 0
Learning Mathematics with Interactive Technology in Kenya Grade-one Classes 在肯尼亚一年级课堂上用互动技术学习数学
Q3 Social Sciences Pub Date : 2022-12-22 DOI: 10.30722/ijisme.30.05.001
Larysa V. Lysenko, P. Abrami, Anne Wade, Enos Kiforo, Rose Iminza
While countries in sub-Saharan Africa have made significant progress towards achieving universal school enrolment, millions of students lack basic numeracy skills. This paper reports the results of a pilot study that aimed at using the Emergent Literacy in Mathematics (ELM) software to teach mathematics in early primary grades in Kenya. Designed as a pre- and post-test non-equivalent group research, the study unfolded in 14 grade-one classes from 7 primary public schools. After having learned with ELM for about two terms, the experimental students (N = 283) considerably outperformed their peers (N = 171) exposed to traditional instruction with the effect sizes of +0.37 on the overall skills measured by a standardised test of mathematics. The impact of ELM activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations and computation to solve word problems. On this set of skills, the magnitude of difference between the experimental and control groups was +0.77. This study also revealed some positive shifts in the teachers’ perceptions about their practice. The teachers who adopted ELM in their practice reported having gained more confidence in mathematics and comfort in teaching mathematics with computers.
虽然撒哈拉以南非洲国家在实现普遍入学方面取得了重大进展,但仍有数百万学生缺乏基本的算术技能。本文报告了一项试点研究的结果,该研究旨在利用“涌现数学素养”(ELM)软件在肯尼亚小学低年级教授数学。本研究以7所公立小学的14个一年级班级为研究对象,设计为测试前和测试后的非等效小组研究。在用ELM学习了大约两个学期后,实验学生(N = 283)明显优于接受传统教学的同龄人(N = 171),在标准化数学测试中测量的综合技能的效应值为+0.37。ELM活动对学生理解语言和数学概念以及运用适当的运算和计算来解决文字问题的能力影响最大。在这组技能上,实验组和对照组之间的差异幅度为+0.77。该研究还揭示了教师对其实践的看法发生了一些积极的变化。在实践中采用ELM的教师报告说,他们在数学方面获得了更多的信心,并且在使用计算机进行数学教学时感到更舒服。
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引用次数: 1
Attendance Matters: Student Performance and Attitudes 出席问题:学生的表现和态度
Q3 Social Sciences Pub Date : 2022-09-09 DOI: 10.30722/ijisme.30.04.004
R. Khan
Most academics consider class attendance as key to performance, using various strategies to encourage students to attend classes and engage more fully with the course, often with limited if any success. In Part 1 of this paper, we investigate the relationship between student attendance and performance based on two units. In the first unit, students scanned their student-cards before entering the lecture venue; in the second unit, attendance was based on tutorial attendance records. For each unit, attendance records were merged with performance and demographic data from the university records. The data were analysed using statistical modelling to determine the effect of attendance on performance. In Part 2, we report on surveys of academic staff and students administered across Australia, New Zealand, South Africa, South America, Europe and the US. In particular, we investigate the relationship between attitude towards attendance and importance of attendance to student performance and demography. Similarly, we investigate the relationship between attitudes of staff towards attendance to staff demography. Some qualitative analyses of open-ended comments from both staff and students were also performed. Statistical analysis showed a significant relationship between attendance and performance, with an increase of 0.52% per lecture and 1.7% per tutorial attendance respectively for the two units. Further, students in Mathematics and Statistics, Arts, and Medicine and Dentistry thought lecture attendance was important, while staff overwhelmingly agreed that class attendance was important.
大多数学者认为出勤率是成绩的关键,使用各种策略来鼓励学生上课,更充分地参与课程,但往往收效甚微。在本文的第一部分中,我们基于两个单元来研究学生出勤率与成绩之间的关系。在第一单元,学生们在进入讲堂前扫描学生卡;在第二单元,出勤是基于辅导课的出勤记录。对于每个单元,出勤记录与大学记录中的表现和人口统计数据合并。使用统计模型对数据进行分析,以确定出勤对成绩的影响。在第二部分中,我们报告了对澳大利亚、新西兰、南非、南美、欧洲和美国的教职员工和学生的调查。特别是,我们调查了出勤态度和出勤对学生成绩和人口统计学的重要性之间的关系。同样,我们调查了员工出勤态度与员工人口统计之间的关系。对教师和学生的开放式评论也进行了一些定性分析。统计分析显示出勤率与成绩之间存在显著关系,这两个单元的每次讲座出勤率和每次辅导课出勤率分别提高了0.52%和1.7%。此外,数学与统计、艺术、医学和牙科专业的学生认为上课出勤率很重要,而绝大多数教职员工也认为上课出勤率很重要。
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引用次数: 1
Cultivating a Design Thinking Mindset in Educationally Disadvantaged Students Using a Design-based Activity 利用设计活动培养弱势学生的设计思维
Q3 Social Sciences Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.001
Luecha Ladachart, Sirinapa Khamlarsai, Wilawan Phothong
Science, technology, engineering, and mathematics (STEM) education, as an educational policy, provides opportunities for students to learn these disciplines in more integrated ways than traditional methods. This can be pedagogically accomplished via a design-based approach where students engage collaboratively in solving engineering problems using various domains of knowledge and skills. In this pedagogical process, design thinking is vital. However, little is known about whether students develop this kind of thinking and its mindset when engaging in design-based activities. The purpose of this study is to examine the influence of a design-based activity on design thinking. Participants included 18 ninth-grade students in a small rural school. The data were collected using a Likert-scale questionnaire before and after the design-based activity, in combination with classroom observations and focus group interviews with the students. The Wilcoxon signed-rank test was used to analyse the quantitative data and a thematic analysis method was utilised for the qualitative data. The results indicate that the students were significantly more comfortable with solving engineering problems, even though other aspects of design thinking mindset (e.g., user empathy, collaboratively working with diversity, orientation toward learning, and creative confidence) were not significantly different. These results are discussed based on the enacted nature of the activity.
科学、技术、工程和数学(STEM)教育作为一项教育政策,为学生提供了比传统方法更综合的学习这些学科的机会。这可以在教学上通过基于设计的方法来完成,学生可以利用不同领域的知识和技能协同解决工程问题。在这个教学过程中,设计思维是至关重要的。然而,学生在从事以设计为基础的活动时是否会形成这种思维和心态,我们知之甚少。本研究旨在探讨以设计为基础的活动对设计思维的影响。参与者包括一所小型农村学校的18名九年级学生。在基于设计的活动前后,结合课堂观察和对学生的焦点小组访谈,使用李克特量表问卷收集数据。定量数据采用Wilcoxon sign -rank检验,定性数据采用专题分析方法。结果表明,学生在解决工程问题时表现出明显的舒适感,而在设计思维的其他方面(如用户同理心、协同工作多样性、学习取向和创造性自信)则没有显著差异。这些结果是根据活动的制定性质来讨论的。
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引用次数: 1
Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education 共同设计小学数学与科学综合课程学习顺序
Q3 Social Sciences Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.005
Sally Hughes, J. Russo, Jennifer Mansfield, Anita Green, David C. Jones, C. Vale, A. Berry
Integrating mathematics and science can enrich student learning by providing relevant, meaningful, and engaging learning experiences that promote positive attitudes towards both subjects. However, despite reported benefits in relation to student learning, various barriers to integration have also been identified, including limited teacher content and pedagogical content knowledge, and the need for professional learning support with planning and implementing integrated lessons. In this article, we report on one phase of a project in which mathematics and science education researchers and primary teachers collaborated to design two sequences of integrated mathematics and science lessons. We focus on the processes considered critical for success, including how knowledge was co-constructed by the design team to develop the integrated lesson sequences. Findings are communicated as a set of guidelines to support teachers and educators interested in replicating the process to integrate mathematics and science content.
数学和科学的整合可以通过提供相关的、有意义的、引人入胜的学习经验来丰富学生的学习,从而促进对这两门学科的积极态度。然而,尽管报告了与学生学习有关的好处,但也发现了整合的各种障碍,包括教师内容和教学内容知识有限,以及在规划和实施整合课程时需要专业学习支持。在本文中,我们报告了一个项目的一个阶段,在这个项目中,数学和科学教育研究人员和小学教师合作设计了两个综合数学和科学课程序列。我们专注于被认为对成功至关重要的过程,包括设计团队如何共同构建知识以开发集成课程序列。研究结果作为一套指导方针进行交流,以支持有兴趣复制整合数学和科学内容的过程的教师和教育工作者。
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引用次数: 0
Written Reflection Influences Science Students’ Perceptions of Their Own and Their Peers’ Teamwork and Related Employability Skills 书面反思影响理科生对自己和同伴的团队合作和相关就业技能的看法
Q3 Social Sciences Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.002
Thomas J. Hiscox, T. Papakonstantinou, Gerry M. Rayner
The impact of written reflection on tertiary students’ self-efficacy, and corresponding evaluation of their peers’ abilities, is often imprecise and lacking in clarity. This study thus sought to assess the effects of a written reflective diary on science undergraduates’ teamwork-related and other employability skills. Employability skills, in particular students’ teamwork-related skills, are crucial to students’ career development and progression. Assessment was carried out using a series of pre- and post-reflection online surveys, the TeamQ assessment rubric, and student focus groups. Participants identified five key teamwork skills, the importance of which remained constant over time. Written reflection had a significant, positive effect on students’ self-efficacy of their oral communication skills. Students’ written reflections were also important in shaping their perceptions about the domain of fostering a team climate, both in terms of their own self-efficacy and perceptions of their peers’ abilities. This study has interesting implications for future research into science students’ teamwork and other employability skills.
书面反思对大学生自我效能感的影响,以及对同龄人能力的相应评价,往往是不精确和缺乏清晰度的。因此,本研究旨在评估书面反思日记对理科生团队工作技能和其他就业技能的影响。就业技能,特别是学生的团队工作技能,对学生的职业发展和进步至关重要。评估是通过一系列反思前和反思后的在线调查、TeamQ评估标准和学生焦点小组进行的。参与者确定了五项关键的团队合作技能,它们的重要性随着时间的推移而保持不变。书面反思对学生口头沟通技巧的自我效能感有显著的正向影响。学生的书面反思在塑造他们对培养团队氛围的看法方面也很重要,无论是在他们自己的自我效能感还是对同龄人能力的看法方面。本研究对未来理科生的团队合作和其他就业技能的研究具有有趣的意义。
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引用次数: 1
Effects of a Digital Math Training Intervention on Self-Efficacy: Can Clipart Explainers Support Learners? 数字数学训练干预对自我效能感的影响:剪贴画解释器能支持学习者吗?
Q3 Social Sciences Pub Date : 2022-09-07 DOI: 10.30722/ijisme.30.04.003
Markus H. Hefter, Rudolf vom Hofe, Kirsten Berthold
In the mathematics domain, learning from worked examples is a best practice method for initial skill acquisition. However, open questions refer to effective digital training interventions in the field. Subject to these questions are the potential effects of self-explanations on self-efficacy, and the role of clip art explainers currently in vogue (cartoon teachers plus explanations in speech bubbles). We thus developed and field-tested a short-term (approximately 45 minutes) digital training intervention on mathematical proportionality with 113 German secondary school students (Mage: 14.12 years). We applied a quantitative experimental research design to analyse learning processes and outcomes with tests and questionaires. To investigate the potential supportive effects of the clipart explainers, we compared two versions of our intervention: with clip art explainers (clipart condition) and without them (control condition). Our training intervention revealed a significant positive within-subjects effect on the learners’ mathematical self-efficacy related to proportionality tasks. The clipart explainers had a significant negative between-subject effect on the subjective difficulty of the instructional material—with no indications of being detrimental to learning. Finally, we detected self-explanation quality and task engagement to be significant predictors for learning outcomes. Our findings underscore the importance of having learners deeply process the given materials.
在数学领域,从工作实例中学习是获得初始技能的最佳实践方法。然而,开放式问题涉及到该领域有效的数字培训干预措施。这些问题的主题是自我解释对自我效能感的潜在影响,以及目前流行的剪贴画解释者的作用(卡通教师加上语音泡泡中的解释)。因此,我们针对113名德国中学生(年龄14.12岁)开发并实地测试了一种短期(约45分钟)的数学比例数字培训干预。我们采用定量实验研究设计,通过测试和问卷来分析学习过程和结果。为了调查剪贴画解释器的潜在支持作用,我们比较了两种版本的干预:有剪贴画解释器(剪贴画条件)和没有剪贴画解释器(对照条件)。我们的训练干预对学习者在比例任务上的数学自我效能感有显著的正向影响。剪纸解释对教学材料的主观难度有显著的负向影响,没有迹象表明对学习有害。最后,我们发现自我解释质量和任务投入是学习结果的重要预测因素。我们的研究结果强调了让学习者深入处理给定材料的重要性。
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引用次数: 2
Driving Course Engagement Through Multimodal Strategic Technologies 通过多模式战略技术推动课程参与
Q3 Social Sciences Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.002
Michael Gladys, Lachlan Rogers, G. Sharafutdinova, Nicholas Barnham, Patrick Nichols, P. Dastoor
This paper describes the development of a new second-year level undergraduate Physics course at the University of Newcastle, comprising three four-week modules (encompassing Special Relativity, Nuclear and Particle Physics) for a combined roster of both Newcastle and James Cook students. A series of multimodal digital learning technology platforms were employed to see if they could maximise student engagement. Specifically, a flipped classroom system was trialled whereby students were tasked with creating their own lecture notes from online videos (created using Lightboard and PowerPoint). This approach resulted in 90% of the class actively engaging with the lecture content. Weekly online tutorial workshops consistently achieved an attendance rate of approximately 85% and included an online quiz based on embedded questions within the lecture videos. In addition, innovative STEM laboratory workshops exploited active engagement strategies including purely online worksheets to blended and remote experiments. The inclusion of a Slack-based project management hub enabled students to work seamlessly under constantly changing COVID-19 restrictions while exposing them to planning, management and Python control coding, under the visage of “embracing technology and best practice to deliver the greatest possible student experience”. A review of students’ view of the Lightboard and PowerPoint lecture content was conducted with Lightboard being the student’s outright preference.
本文描述了纽卡斯尔大学一门新的二年级本科物理课程的发展,包括三个为期四周的模块(包括狭义相对论、核与粒子物理),供纽卡斯尔大学和詹姆斯·库克大学的学生共同使用。我们采用了一系列多模式数字学习技术平台,看看它们是否能最大限度地提高学生的参与度。具体来说,他们尝试了一个翻转课堂系统,学生们的任务是根据在线视频(使用Lightboard和PowerPoint创建)创建自己的课堂笔记。这种方法使90%的学生积极参与到课堂内容中。每周在线辅导研讨会的出勤率一直保持在85%左右,并包括一个基于讲座视频中嵌入问题的在线测验。此外,创新的STEM实验室研讨会利用积极参与策略,包括纯在线工作表,以混合和远程实验。包含基于slack的项目管理中心,使学生能够在不断变化的COVID-19限制下无缝工作,同时让他们接触规划、管理和Python控制编码,以“拥抱技术和最佳实践,提供最大的学生体验”为宗旨。对学生对Lightboard和PowerPoint讲座内容的看法进行了回顾,Lightboard是学生的直接偏好。
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引用次数: 1
Student Perceptions and Engagement in Video-based Learning for Microbiology Education 学生对微生物学教学视频学习的认知与参与
Q3 Social Sciences Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.001
A. H. Chan, Ethan Y. Y. Kok, Muhammad Asyraf M. Razali, G. Lawrie, Jack T. H. Wang
Online learning increases the physical distance between instructors and students and depending on the mode of delivery, it can be challenging to close this gap. To ameliorate this potential for student isolation, instructors need to communicate to students in a variety of ways, blending original online resources with synchronous interactive learning activities. During 2020, 34 lecture videos were created for a large undergraduate microbiology and immunology course offered at The University of Queensland. The teaching team applied a subset of Mayer’s multimedia learning design principles – embodiment, mixed perspectives, segmenting, signalling – to create videos featuring instructor presence, multiple presentation styles, and dynamic pacing. When compared to voice-over presentations created by automated lecture capture software, the outcomes of this design process increased student engagement in video-based learning across the 2020 and 2021 course offerings. Analysis of student perception data collected by online questionnaires and interviews revealed broad agreement with the design principles used for video-based learning. However, their value of on-screen instructor visibility, graphics, and text was variable as a result of individual preferences. Together these findings present a case study in which instructional videos were developed iteratively through the selective application of multimedia design principles and strategic adaptation of existing learning resources.
在线学习增加了教师和学生之间的物理距离,根据交付模式的不同,缩小这一差距可能具有挑战性。为了改善这种学生孤立的可能性,教师需要以各种方式与学生沟通,将原始的在线资源与同步的互动学习活动相结合。2020年期间,为昆士兰大学开设的一门大型本科微生物学和免疫学课程制作了34个讲座视频。教学团队应用了Mayer的多媒体学习设计原则的一个子集——具体化、混合视角、分段、信号——来制作具有教师在场、多种呈现风格和动态节奏的视频。与自动讲座捕捉软件创建的配音演示相比,这一设计过程的结果提高了学生在2020年和2021年课程中基于视频学习的参与度。通过在线问卷调查和访谈收集的学生感知数据的分析显示,人们普遍认同视频学习的设计原则。然而,他们在屏幕上的讲师可见性,图形和文本的价值是可变的,因为个人的喜好。总之,这些发现提出了一个案例研究,其中教学视频是通过选择性地应用多媒体设计原则和对现有学习资源的战略性调整来迭代开发的。
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引用次数: 1
Tertiary STEM for All: Enabling Student Success Through Teaching for Equity, Diversity and Inclusion in STEM 全民高等STEM:通过STEM的公平、多样性和包容性教学,使学生取得成功
Q3 Social Sciences Pub Date : 2022-08-08 DOI: 10.30722/ijisme.30.03.003
R. Ramiah, Lisa Godinho, Chanelle Wilson
This position paper sets out the need and rationale for systemic change in STEM learning and teaching as a means of retaining and supporting the success of underrepresented cohorts in STEM. Efforts in recruiting and retaining these students in STEM higher education degrees and subsequently, STEM careers, will continue to be undermined, if we are unable to provide them with a supportive learning environment that recognises and mitigates the inherent disparities that they have historically faced and continue to face. We propose that rather than focusing on an individual equity group and how to best support them, which may lead to perpetuation of a deficit mindset for faculty, we instead propose a project that considers the biases inherent in our current pedagogical practices and the ways in which we can build awareness of the inequities that these entrench. We intend for the outcomes of this project to support the ongoing efforts for individual equity groups as well as mitigating against future inequities by empowering faculty to create inclusive learning experiences.
本立场文件阐述了对STEM学习和教学进行系统性变革的必要性和理由,以此作为保留和支持STEM中代表性不足的群体取得成功的一种手段。如果我们不能为他们提供一个支持性的学习环境,承认并减轻他们过去和现在面临的固有差异,那么招募和留住这些学生攻读STEM高等教育学位以及随后从事STEM职业的努力将继续受到破坏。我们建议,与其专注于单个公平群体以及如何最好地支持他们,这可能会导致教师的赤字心态永久化,我们不如提出一个项目,考虑我们当前教学实践中固有的偏见,以及我们如何建立对这些根深蒂固的不平等的认识。我们希望这个项目的成果能够支持个人权益群体的持续努力,并通过赋予教师创造包容性学习体验的权力来减轻未来的不平等。
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引用次数: 0
期刊
International Journal of Innovation in Science and Mathematics Education
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