Pub Date : 2022-08-08DOI: 10.30722/ijisme.30.03.004
Christine Lindstrøm, D. Spagnoli, M. Pye, Juliey Beckman, A. Kepert
Change in higher education creates many risks to the sustainability of teaching practices. In this paper, we review some perspectives and resources on change in higher education and examine strategies for educators to participate in sustainable change. Central to this is the role of local mission statements, formulated to consciously reflect common values and purpose within a team of colleagues, and used to guide decision making, particularly in times of change. This discussion considers changes in teaching practice, such as those required for active learning, informed by principles concerning general organisational change, and specific qualities of contemporary higher education in the sciences.
{"title":"On a Mission: The Case for Sustainability and Embedding Values in a Changing Higher Education Landscape","authors":"Christine Lindstrøm, D. Spagnoli, M. Pye, Juliey Beckman, A. Kepert","doi":"10.30722/ijisme.30.03.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.03.004","url":null,"abstract":"Change in higher education creates many risks to the sustainability of teaching practices. In this paper, we review some perspectives and resources on change in higher education and examine strategies for educators to participate in sustainable change. Central to this is the role of local mission statements, formulated to consciously reflect common values and purpose within a team of colleagues, and used to guide decision making, particularly in times of change. This discussion considers changes in teaching practice, such as those required for active learning, informed by principles concerning general organisational change, and specific qualities of contemporary higher education in the sciences.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76414063","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 : 2022-06-17DOI: 10.30722/ijisme.30.02.004
D. L. A. Scarborough, Stephen R. George-Williams, Christopher D. Thompson
Pre-laboratory exercises may help reduce cognitive load in the laboratory, boost confidence, develop theoretical understanding and skills, and improve grades on assessment tasks. This study compared pre-laboratory activities at two institutions, Go8-1 and Go8-2, to evaluate which attributes of pre-laboratory activities were perceived by students to best prepare them for laboratory classes. Students were surveyed towards the end of their laboratory course, and were asked a series of Likert-style and open response questions. Factor analysis was used to construct three scales, incorporating items relating to performance and understanding, items relating to affective and personal laboratory experience, and items relating to requiring support with laboratory equipment. No difference between cohorts was observed between the two institutions regarding requiring support with equipment. While Go8-1 students rated performance and understanding more highly than Go8-2 students, the opposite result was observed for affective and personal factors. The factor analysis results and responses to the open response questions indicated that students felt most prepared for laboratory exercises when the pre-class activities touched upon all aspects of the laboratory class. It is recommended that quizzes and video be used in pre-laboratory activities, with these resources covering theory, aims, methods, calculations and data analysis.
{"title":"A Cross-Institutional Perspective of Pre Laboratory Activities in Undergraduate Chemistry","authors":"D. L. A. Scarborough, Stephen R. George-Williams, Christopher D. Thompson","doi":"10.30722/ijisme.30.02.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.004","url":null,"abstract":"Pre-laboratory exercises may help reduce cognitive load in the laboratory, boost confidence, develop theoretical understanding and skills, and improve grades on assessment tasks. This study compared pre-laboratory activities at two institutions, Go8-1 and Go8-2, to evaluate which attributes of pre-laboratory activities were perceived by students to best prepare them for laboratory classes. Students were surveyed towards the end of their laboratory course, and were asked a series of Likert-style and open response questions. Factor analysis was used to construct three scales, incorporating items relating to performance and understanding, items relating to affective and personal laboratory experience, and items relating to requiring support with laboratory equipment. No difference between cohorts was observed between the two institutions regarding requiring support with equipment. While Go8-1 students rated performance and understanding more highly than Go8-2 students, the opposite result was observed for affective and personal factors. The factor analysis results and responses to the open response questions indicated that students felt most prepared for laboratory exercises when the pre-class activities touched upon all aspects of the laboratory class. It is recommended that quizzes and video be used in pre-laboratory activities, with these resources covering theory, aims, methods, calculations and data analysis.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75232713","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 : 2022-06-14DOI: 10.30722/ijisme.30.02.003
D. G. Chapple, Laura A. Wilson, Rosemarie I. Herbert, Ricardo San Martin, Bruce Weir, Susie S. Ho
Fieldwork, known for fostering more engaging and authentic learning experiences, is an established tradition in higher education which is changing; increasingly run on-campus for financial and logistical reasons and enhanced through education technologies to reflect industry practices. Here we examine student perceptions of on-campus fieldwork with the aim of understanding if on-campus fieldwork was valued and why, to be able to compare against literature on off-campus fieldwork. We explore student views on activities at the Jock Marshall Reserve, an on-campus nature reserve of Monash University, Australia using mixed-methods approach. An online survey targeted students undertaking four subjects across first to third year and received 116 responses. In alignment with off-campus fieldwork studies, we found that overwhelmingly respondents highly valued fieldwork with dominant reasons being; 1) developed skills relevant to ‘real-world’ science, 2) reinforced theoretical learning, and 3) was more engaging than traditional study, with some benefits to their wellbeing. The novel perceptions related to increased convenience and authenticity. Since a majority of respondents wished to undertake on-campus fieldwork more frequently, this study suggests that the inclusion of on-campus fieldwork should be considered within science curriculum in higher education.
{"title":"Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve","authors":"D. G. Chapple, Laura A. Wilson, Rosemarie I. Herbert, Ricardo San Martin, Bruce Weir, Susie S. Ho","doi":"10.30722/ijisme.30.02.003","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.003","url":null,"abstract":"Fieldwork, known for fostering more engaging and authentic learning experiences, is an established tradition in higher education which is changing; increasingly run on-campus for financial and logistical reasons and enhanced through education technologies to reflect industry practices. Here we examine student perceptions of on-campus fieldwork with the aim of understanding if on-campus fieldwork was valued and why, to be able to compare against literature on off-campus fieldwork. We explore student views on activities at the Jock Marshall Reserve, an on-campus nature reserve of Monash University, Australia using mixed-methods approach. An online survey targeted students undertaking four subjects across first to third year and received 116 responses. In alignment with off-campus fieldwork studies, we found that overwhelmingly respondents highly valued fieldwork with dominant reasons being; 1) developed skills relevant to ‘real-world’ science, 2) reinforced theoretical learning, and 3) was more engaging than traditional study, with some benefits to their wellbeing. The novel perceptions related to increased convenience and authenticity. Since a majority of respondents wished to undertake on-campus fieldwork more frequently, this study suggests that the inclusion of on-campus fieldwork should be considered within science curriculum in higher education.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82849739","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 : 2022-06-11DOI: 10.30722/ijisme.30.02.001
C. R. Fisher, Christopher D. Thompson, Rowan H. Brookes
A key step in achieving gender equality in the science, technology, engineering, and mathematics (STEM) workforce is recruiting more women into undergraduate STEM degrees. Some disciplines, such as biology, have been more successful at this than others. Yet, gender issues at university still exist in these science disciplines, which may be deterring women from remaining in this career pathway. This case study at an Australian university explored known risk factors for attrition by surveying 215 first-year undergraduate science students. It also investigated how these factors differ for students in the ‘gender-balanced’ and ‘gender-unbalanced’ science fields. Findings showed that female students in both the ‘gender-balanced’ and ‘gender-unbalanced’ science fields begin university with low levels of belonging, and encounter experiences of discrimination early on. These findings highlight potential risk factors for attrition for incoming Australian science undergraduates, and some potential challenges tertiary educators need to be aware of within their first-year classrooms.
{"title":"Levels of Science Identity, Belonging and Experiences of Discrimination for Commencing Science Students at an Australian University","authors":"C. R. Fisher, Christopher D. Thompson, Rowan H. Brookes","doi":"10.30722/ijisme.30.02.001","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.001","url":null,"abstract":"A key step in achieving gender equality in the science, technology, engineering, and mathematics (STEM) workforce is recruiting more women into undergraduate STEM degrees. Some disciplines, such as biology, have been more successful at this than others. Yet, gender issues at university still exist in these science disciplines, which may be deterring women from remaining in this career pathway. This case study at an Australian university explored known risk factors for attrition by surveying 215 first-year undergraduate science students. It also investigated how these factors differ for students in the ‘gender-balanced’ and ‘gender-unbalanced’ science fields. Findings showed that female students in both the ‘gender-balanced’ and ‘gender-unbalanced’ science fields begin university with low levels of belonging, and encounter experiences of discrimination early on. These findings highlight potential risk factors for attrition for incoming Australian science undergraduates, and some potential challenges tertiary educators need to be aware of within their first-year classrooms.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77645155","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 : 2022-06-11DOI: 10.30722/ijisme.30.02.002
Dámaso M. Vera Sáez-Benito, Alberto Arnal-Bailera
The study of patterns has been recognised for many years as setting up the very essence of mathematics. Patterns are connected to all topics in mathematics, so this theme is present throughout the school mathematics curriculum. Among the large number of interesting examples for working on pattern search in elementary school using situations familiar to students, we chose chess because of the relationships shown between this game and different aspects of mathematics. The objectives were to determine the strategies and classify the students' levels of reasoning when working with patterns to solve chess-based problems. A sequence of activities was designed to carry out this task. The sequence presents visual and numerical patterns ordered progressively from a greater presence of visual aspects to a predominance of numerical aspects. The results of this work suggest that chess favours the use of a variety of strategies, some of them even different from those found in previous literature. Students rely on the geometry of the board when working with these particular types of patterns. However, the results show that the level of reasoning is higher in the case of solving numerical patterns.
{"title":"Working With Patterns Through Chess-Based Problems. Strategies and Reasoning Levels of Primary School Students.","authors":"Dámaso M. Vera Sáez-Benito, Alberto Arnal-Bailera","doi":"10.30722/ijisme.30.02.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.02.002","url":null,"abstract":"The study of patterns has been recognised for many years as setting up the very essence of mathematics. Patterns are connected to all topics in mathematics, so this theme is present throughout the school mathematics curriculum. Among the large number of interesting examples for working on pattern search in elementary school using situations familiar to students, we chose chess because of the relationships shown between this game and different aspects of mathematics. The objectives were to determine the strategies and classify the students' levels of reasoning when working with patterns to solve chess-based problems. A sequence of activities was designed to carry out this task. The sequence presents visual and numerical patterns ordered progressively from a greater presence of visual aspects to a predominance of numerical aspects. The results of this work suggest that chess favours the use of a variety of strategies, some of them even different from those found in previous literature. Students rely on the geometry of the board when working with these particular types of patterns. However, the results show that the level of reasoning is higher in the case of solving numerical patterns.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83911239","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 : 2022-03-09DOI: 10.30722/ijisme.30.01.005
Shannon R. Sharp, George L. Rutherford II, Katherine I. Echols
Teacher self-efficacy is an important contributor to student outcomes, school climate and teacher retention. Outcome expectancy, a construct studied more commonly in health- and behaviour-related fields, may also positively impact school-related outcomes. Research shows that professional development can increase teacher confidence, but few studies have considered this connection for science-focused professional development, specifically. Our study assesses the impact of a science-focused, mystery-based professional development workshop for upper-elementary to high-school teachers. The hands-on, collaborative nature of this workshop allowed for generalisability to classrooms of various ability levels. Using the Science Teaching Efficacy Belief Instrument-A (STEBI-A) as a measure of science-teaching self-efficacy and outcome expectancy, we found that participants’ self-reported self-efficacy and outcome expectancy significantly increased (p < .001 for each) over the course of the two-week workshop. This outcome is especially relevant to schools and districts interested in improving student outcomes, school climate and teacher retention rates.
{"title":"Creative Science Through Inquiry: Improving Teacher Self-Efficacy and Outcome Expectancy Through Adaptable, Mystery-Based Professional Development","authors":"Shannon R. Sharp, George L. Rutherford II, Katherine I. Echols","doi":"10.30722/ijisme.30.01.005","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.005","url":null,"abstract":"Teacher self-efficacy is an important contributor to student outcomes, school climate and teacher retention. Outcome expectancy, a construct studied more commonly in health- and behaviour-related fields, may also positively impact school-related outcomes. Research shows that professional development can increase teacher confidence, but few studies have considered this connection for science-focused professional development, specifically. Our study assesses the impact of a science-focused, mystery-based professional development workshop for upper-elementary to high-school teachers. The hands-on, collaborative nature of this workshop allowed for generalisability to classrooms of various ability levels. Using the Science Teaching Efficacy Belief Instrument-A (STEBI-A) as a measure of science-teaching self-efficacy and outcome expectancy, we found that participants’ self-reported self-efficacy and outcome expectancy significantly increased (p < .001 for each) over the course of the two-week workshop. This outcome is especially relevant to schools and districts interested in improving student outcomes, school climate and teacher retention rates.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79170734","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 : 2022-02-23DOI: 10.30722/ijisme.30.01.004
R. Guberman, Eti Grobgeld, Yulia Muchnik Rozanov, Adi Eraky
This research investigates elementary mathematics teachers' competencies to implement neuroscience theory (NS) of mathematical cognition into their classroom practices during and after, participation in a professional development (PD) course. We examine the teachers' familiarity with Approximate Number System (ANS), relevant to elementary school level, and build their competencies to implement this NS concept into teaching. Data for this qualitative study were collected from the reflective reports written by nineteen female elementary mathematics teachers (aged 25–40) and were analysed using two complementary methodologies: content and linguistic analyses. Our findings indicate that the teachers acquired NS knowledge, and their competencies evolved from listing the facts and analysing their meanings to weighing possible applications and attempts to integrate newly acquired knowledge into their teaching. This study seeks to contribute to the field of professional teacher development by demonstrating how teachers can lend meaning to theoretical knowledge they obtain in a PD course, in meaningful ways by connecting it with their classroom teaching practices.
{"title":"Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices","authors":"R. Guberman, Eti Grobgeld, Yulia Muchnik Rozanov, Adi Eraky","doi":"10.30722/ijisme.30.01.004","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.004","url":null,"abstract":"This research investigates elementary mathematics teachers' competencies to implement neuroscience theory (NS) of mathematical cognition into their classroom practices during and after, participation in a professional development (PD) course. We examine the teachers' familiarity with Approximate Number System (ANS), relevant to elementary school level, and build their competencies to implement this NS concept into teaching. Data for this qualitative study were collected from the reflective reports written by nineteen female elementary mathematics teachers (aged 25–40) and were analysed using two complementary methodologies: content and linguistic analyses. Our findings indicate that the teachers acquired NS knowledge, and their competencies evolved from listing the facts and analysing their meanings to weighing possible applications and attempts to integrate newly acquired knowledge into their teaching. This study seeks to contribute to the field of professional teacher development by demonstrating how teachers can lend meaning to theoretical knowledge they obtain in a PD course, in meaningful ways by connecting it with their classroom teaching practices.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76893414","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 : 2022-02-18DOI: 10.30722/ijisme.30.01.003
Jannapha Soonjan, K. Kaewkhong
This research explores Thai elementary science teachers’ understanding of inquiry-based teaching based on self-evaluation, and focusing on the frequency of their use of inquiry-based strategies in a class. We developed 18 open-ended questions on teaching scenarios based on the essential features of inquiry teaching to assess 38 Thai elementary science teachers’ understanding of inquiry-based teaching. The 14 items of the Inquiry Strategies Scale (IS) were used to measure the frequency of using inquiry-based teaching strategies in a lesson delivered by each of the study participants. The results reveal that these Thai science teachers lack knowledge and have some fundamental misunderstandings about inquiry-based science teaching. Interestingly, the frequency with which they used inquiry-based strategies in science teaching was almost the same as non-inquiry-based strategies and was not related to their knowledge. Specific scaffolding is needed to help the teachers gain a better understanding of inquiry-based science teaching.
{"title":"Elementary Science Teachers’ Understanding of Inquiry-Based Teaching and Self-Evaluation of their Practices: A Case Study from Thailand","authors":"Jannapha Soonjan, K. Kaewkhong","doi":"10.30722/ijisme.30.01.003","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.003","url":null,"abstract":"This research explores Thai elementary science teachers’ understanding of inquiry-based teaching based on self-evaluation, and focusing on the frequency of their use of inquiry-based strategies in a class. We developed 18 open-ended questions on teaching scenarios based on the essential features of inquiry teaching to assess 38 Thai elementary science teachers’ understanding of inquiry-based teaching. The 14 items of the Inquiry Strategies Scale (IS) were used to measure the frequency of using inquiry-based teaching strategies in a lesson delivered by each of the study participants. The results reveal that these Thai science teachers lack knowledge and have some fundamental misunderstandings about inquiry-based science teaching. Interestingly, the frequency with which they used inquiry-based strategies in science teaching was almost the same as non-inquiry-based strategies and was not related to their knowledge. Specific scaffolding is needed to help the teachers gain a better understanding of inquiry-based science teaching.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86673462","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 : 2022-01-27DOI: 10.30722/ijisme.30.01.002
S. Passarella
The aim of this paper is to start investigating how different real contexts could influence students’ creativity in semi-structured problem-posing activities. In order to pursue this goal, an exploratory study was implemented in a lower secondary school class in which two kinds of real contexts had been considered: a real-mathematical context and a real-life context. Results from the study indicate that there was not a significant difference in students’ creativity between the use of a real-mathematical and a real-life context as starting situations for semi-structured problem-posing activities. However, a fundamental factor that influenced students’ problem-posing performances was the meaningfulness given by students to the context. When the context was not experientially meaningful for a student, she/he tried to associate a new meaning to the context, using some elements from it to re-create a new realistic context in which setting her/his problems. In conclusion, to best support students in posing their problems, the significance of the context appears to be an important factor, in order to increase the opportunities in making connections between mathematics in and outside the classroom, and in helping students in giving sense to their mathematical activity.
{"title":"Real Contexts In Problem-Posing: An Exploratory Study Of Students’ Creativity","authors":"S. Passarella","doi":"10.30722/ijisme.30.01.002","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.002","url":null,"abstract":"The aim of this paper is to start investigating how different real contexts could influence students’ creativity in semi-structured problem-posing activities. In order to pursue this goal, an exploratory study was implemented in a lower secondary school class in which two kinds of real contexts had been considered: a real-mathematical context and a real-life context. Results from the study indicate that there was not a significant difference in students’ creativity between the use of a real-mathematical and a real-life context as starting situations for semi-structured problem-posing activities. However, a fundamental factor that influenced students’ problem-posing performances was the meaningfulness given by students to the context. When the context was not experientially meaningful for a student, she/he tried to associate a new meaning to the context, using some elements from it to re-create a new realistic context in which setting her/his problems. In conclusion, to best support students in posing their problems, the significance of the context appears to be an important factor, in order to increase the opportunities in making connections between mathematics in and outside the classroom, and in helping students in giving sense to their mathematical activity.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88629130","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 : 2022-01-27DOI: 10.30722/ijisme.30.01.001
Carolina Martín-Gámez, Alicia Fernández-Oliveras
This work describes and evaluates a learning experience whose aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote children’s awareness of these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.
{"title":"Encouraging A Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers","authors":"Carolina Martín-Gámez, Alicia Fernández-Oliveras","doi":"10.30722/ijisme.30.01.001","DOIUrl":"https://doi.org/10.30722/ijisme.30.01.001","url":null,"abstract":"This work describes and evaluates a learning experience whose aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote children’s awareness of these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88508049","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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