Pub Date : 2023-01-02DOI: 10.1080/18117295.2023.2192903
N. Bhaw, J. Kriek
The present study explores the validity of inferences that may be drawn from the Trends in International Mathematics and Science Study (TIMSS) learner achievement data by measuring the South African curriculum–TIMSS alignment for the Grade 8 science assessments from 2007 to 2019. The Singapore curriculum–TIMSS alignment indices are a fair benchmark for comparison, as Singapore is the best-performing country in the TIMSS. The research questions that guide the present study included the calculation and comparison of the South African curriculum–TIMSS and Singapore curriculum–TIMSS alignment indices. The study analysed 585 South African curriculum items, 659 Singapore curriculum items and 1025 TIMSS assessment items from 2007 to 2019. The present study employed four raters and achieved an inter-rater reliability coefficient of 0.85. The South African curriculum–TIMSS analysis achieved an average content alignment index of 0.34, and an average cognitive alignment index of 0.54. As a benchmark, the Singapore curriculum–TIMSS analysis achieved an average content alignment index of 0.36 and an average cognitive alignment index of 0.74. The literature reviewed supports acceptable content and cognitive alignment indices of 0.67 and 0.65, respectively. The present study concludes that valid inferences from learner performance in the TIMSS may not be drawn for the case of South Africa, and even for Singapore valid inferences are based on cognitive alignment only. However, South Africa’s continued participation in the TIMSS is encouraged as the literature supports many benefits associated with the TIMSS non-achievement data.
{"title":"The Curriculum–TIMSS Alignment for Grade 8 Science from 2007 to 2019: A Case of South Africa and Singapore","authors":"N. Bhaw, J. Kriek","doi":"10.1080/18117295.2023.2192903","DOIUrl":"https://doi.org/10.1080/18117295.2023.2192903","url":null,"abstract":"The present study explores the validity of inferences that may be drawn from the Trends in International Mathematics and Science Study (TIMSS) learner achievement data by measuring the South African curriculum–TIMSS alignment for the Grade 8 science assessments from 2007 to 2019. The Singapore curriculum–TIMSS alignment indices are a fair benchmark for comparison, as Singapore is the best-performing country in the TIMSS. The research questions that guide the present study included the calculation and comparison of the South African curriculum–TIMSS and Singapore curriculum–TIMSS alignment indices. The study analysed 585 South African curriculum items, 659 Singapore curriculum items and 1025 TIMSS assessment items from 2007 to 2019. The present study employed four raters and achieved an inter-rater reliability coefficient of 0.85. The South African curriculum–TIMSS analysis achieved an average content alignment index of 0.34, and an average cognitive alignment index of 0.54. As a benchmark, the Singapore curriculum–TIMSS analysis achieved an average content alignment index of 0.36 and an average cognitive alignment index of 0.74. The literature reviewed supports acceptable content and cognitive alignment indices of 0.67 and 0.65, respectively. The present study concludes that valid inferences from learner performance in the TIMSS may not be drawn for the case of South Africa, and even for Singapore valid inferences are based on cognitive alignment only. However, South Africa’s continued participation in the TIMSS is encouraged as the literature supports many benefits associated with the TIMSS non-achievement data.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83473073","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 : 2023-01-02DOI: 10.1080/18117295.2023.2192997
Khalid Osman, C. G. Gerwel Proches
The aim of the study was to ascertain the expectations and perceptions of engineering graduates regarding an engineering career in the world of work, and compare them to perspectives of academic leaders of the engineering disciplines in which these graduates studied. Using a mixed-methods approach, the study firstly entailed a quantitative survey of engineering graduates at a South African University during their graduation using a questionnaire and convenience sampling. Graduates’ needs, aspirations, reason for pursuing engineering and their expectations of the workplace were determined and analysed using the Biggs’ Study Motives and Strategies framework. The study thereafter attempted to ascertain the perspectives of academic leaders at the same university, drawing from their years of experience and liaison with industry partners. Academic leaders at the university were interviewed qualitatively. An interpretivist paradigm was considered using deductive thematic semantic analysis on various themes concerning their views on graduate and employer expectations, trends, training programmes, postgraduate study, outcomes and attributes. The study also drew upon findings by the university Quality Promotions and Assurance survey for further corroboration of findings. Key misalignments between graduates and academic leaders were identified and discussed. The main misalignments included guidance expectations, niche proficiencies and innovation expectations. Key causes included language barriers, lack of engineering drive, high workload and surface study strategies, and assessment changes. Recommendations for the university’s role in mitigating many of the issues and mis-alignments were provided, along with recommendations for any possible future research in this area.
{"title":"Perspectives of Academics and Graduates into the World of Work: A South African Study","authors":"Khalid Osman, C. G. Gerwel Proches","doi":"10.1080/18117295.2023.2192997","DOIUrl":"https://doi.org/10.1080/18117295.2023.2192997","url":null,"abstract":"The aim of the study was to ascertain the expectations and perceptions of engineering graduates regarding an engineering career in the world of work, and compare them to perspectives of academic leaders of the engineering disciplines in which these graduates studied. Using a mixed-methods approach, the study firstly entailed a quantitative survey of engineering graduates at a South African University during their graduation using a questionnaire and convenience sampling. Graduates’ needs, aspirations, reason for pursuing engineering and their expectations of the workplace were determined and analysed using the Biggs’ Study Motives and Strategies framework. The study thereafter attempted to ascertain the perspectives of academic leaders at the same university, drawing from their years of experience and liaison with industry partners. Academic leaders at the university were interviewed qualitatively. An interpretivist paradigm was considered using deductive thematic semantic analysis on various themes concerning their views on graduate and employer expectations, trends, training programmes, postgraduate study, outcomes and attributes. The study also drew upon findings by the university Quality Promotions and Assurance survey for further corroboration of findings. Key misalignments between graduates and academic leaders were identified and discussed. The main misalignments included guidance expectations, niche proficiencies and innovation expectations. Key causes included language barriers, lack of engineering drive, high workload and surface study strategies, and assessment changes. Recommendations for the university’s role in mitigating many of the issues and mis-alignments were provided, along with recommendations for any possible future research in this area.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88540131","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 : 2023-01-02DOI: 10.1080/18117295.2023.2183607
Beni Mbwile, Celestin Ntivuguruzwa, K. K. Mashood
This study aimed at exploring the understanding of concept inventories for classroom assessment by physics tutors and pre-service teachers in selected diploma teachers’ training colleges in Tanzania. The study employed a qualitative research approach and a case study design. Eight physics tutors and 20 second-year pre-service physics teachers from two selected diploma colleges were involved in the study. Data were collected using tutors’ interviews and pre-service teachers’ focus group discussions. Analysis of data was carried out by using the deductive thematic analysis technique.The findings revealed that these physics tutors and pre-service teachers understand concept inventory as a question-and-answer assessment strategy and as a criterion-referenced test. It was also revealed that both groups were not familiar with the format and examples of concept inventory tests found in physics. Moreover, the findings indicated that participants were conducting diagnostic assessments by using other forms of assessment tools apart from concept inventories. The assessment practices were dominated by traditional assessment methods such as written tests and examinations. The study concluded that assessments through concept inventories remain a big challenge to the participants. The study recommends providing in-service training for physics tutors on the use of concept inventory for effective assessments of pre-service teachers and training the latter on how to use concept inventories.
{"title":"Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania","authors":"Beni Mbwile, Celestin Ntivuguruzwa, K. K. Mashood","doi":"10.1080/18117295.2023.2183607","DOIUrl":"https://doi.org/10.1080/18117295.2023.2183607","url":null,"abstract":"This study aimed at exploring the understanding of concept inventories for classroom assessment by physics tutors and pre-service teachers in selected diploma teachers’ training colleges in Tanzania. The study employed a qualitative research approach and a case study design. Eight physics tutors and 20 second-year pre-service physics teachers from two selected diploma colleges were involved in the study. Data were collected using tutors’ interviews and pre-service teachers’ focus group discussions. Analysis of data was carried out by using the deductive thematic analysis technique.The findings revealed that these physics tutors and pre-service teachers understand concept inventory as a question-and-answer assessment strategy and as a criterion-referenced test. It was also revealed that both groups were not familiar with the format and examples of concept inventory tests found in physics. Moreover, the findings indicated that participants were conducting diagnostic assessments by using other forms of assessment tools apart from concept inventories. The assessment practices were dominated by traditional assessment methods such as written tests and examinations. The study concluded that assessments through concept inventories remain a big challenge to the participants. The study recommends providing in-service training for physics tutors on the use of concept inventory for effective assessments of pre-service teachers and training the latter on how to use concept inventories.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82635242","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 : 2023-01-02DOI: 10.1080/18117295.2023.2180189
Kate le Roux, Jeff Murugan, Stephen Marquard, Patrick Adams
The topic of resources for learning mathematics commonly becomes of interest during times of disruption and rapid change in education. The considerable research on undergraduate mathematics students’ resource use largely focuses on learning resources in the form of material technologies and texts. Concerned that contemporary decisions about resourcing for learning in mathematics may take the form of simply adding material resources, we identify the need for research that is designed around a broader notion of learning resource, and which focuses on what resources students use, as well as how they use multiple resources individually and together towards accessing mathematics. Thus, in our qualitative study of undergraduate mathematics students’ resource use, we adopt a socio-cultural notion of resources as material, human, spatial, temporal and linguistic, and of resource use as transparent. We investigate six students’ resource use, reported in weekly learning logs and focus group interviews. We show that students used material technologies and texts, and human and linguistic resources in three spaces − the live lecture, informal study and tutorial − with study time available for mathematics central to their choice of resources and how they used them. How students put these multiple resources to work (or not) towards accessing mathematics involved complex, agentic, individual work. Students’ use of the lecturer’s writing on the chalkboard, talk and gestures to make lecture notes in the live lecture is an example of this. Our findings offer insights into how lecturers can select learning resources, and also support students to use these towards accessing mathematics.
{"title":"Undergraduate Mathematics Students’ Reported Use of Learning Resources Towards Accessing Mathematics","authors":"Kate le Roux, Jeff Murugan, Stephen Marquard, Patrick Adams","doi":"10.1080/18117295.2023.2180189","DOIUrl":"https://doi.org/10.1080/18117295.2023.2180189","url":null,"abstract":"The topic of resources for learning mathematics commonly becomes of interest during times of disruption and rapid change in education. The considerable research on undergraduate mathematics students’ resource use largely focuses on learning resources in the form of material technologies and texts. Concerned that contemporary decisions about resourcing for learning in mathematics may take the form of simply adding material resources, we identify the need for research that is designed around a broader notion of learning resource, and which focuses on what resources students use, as well as how they use multiple resources individually and together towards accessing mathematics. Thus, in our qualitative study of undergraduate mathematics students’ resource use, we adopt a socio-cultural notion of resources as material, human, spatial, temporal and linguistic, and of resource use as transparent. We investigate six students’ resource use, reported in weekly learning logs and focus group interviews. We show that students used material technologies and texts, and human and linguistic resources in three spaces − the live lecture, informal study and tutorial − with study time available for mathematics central to their choice of resources and how they used them. How students put these multiple resources to work (or not) towards accessing mathematics involved complex, agentic, individual work. Students’ use of the lecturer’s writing on the chalkboard, talk and gestures to make lecture notes in the live lecture is an example of this. Our findings offer insights into how lecturers can select learning resources, and also support students to use these towards accessing mathematics.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80921336","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}
The paper proposes a pedagogical approach to teaching and learning calculus differentiation formulas that synthesizes the principles of variation theory (VT) and bianshi in a problem-based learning (PBL) format. Unlike traditional approaches that view formulas procedurally, the paper adapts Steinbring’s (1989) distinction between “concept” and “symbol,” abstracting differentiation calculus formulas as “concept” (i.e., the meaning of the formula) and “symbol” (i.e., procedural knowledge about how to apply the formula). The paper then aligns this distinction with VT and bianshi pedagogies. While VT emphasizes more static elements of conceptual knowledge (e.g., highlighting the contrast between conceptual and non-conceptual features of the object of learning), bianshi broadens the concept of variation, offering more dynamic principles of variation through procedural variation (e.g., via the process of problem solving) (Gu et al., 2004). Combining VT and bianshi into a single pedagogical application yields an eight-step approach to teaching and learning calculus differentiation formulas.
本文提出了一种基于问题的学习(PBL)模式下，综合变分理论(VT)和编时原理的微积分微分公式教学方法。与将公式视为程序的传统方法不同，本文采用了Steinbring(1989)对“概念”和“符号”的区分，将微分演算公式抽象为“概念”(即公式的含义)和“符号”(即关于如何应用公式的程序知识)。然后，本文将这种区别与虚拟现实教学法和虚拟现实教学法进行了比较。VT强调概念性知识的静态元素(例如，强调学习对象的概念性和非概念性特征之间的对比)，而理论则拓宽了变异的概念，通过程序变异(例如，通过解决问题的过程)提供了更多的动态变异原则(Gu et al.， 2004)。将VT和编算结合到一个教学应用中，可以得到一个八步法来教授和学习微积分微分公式。
{"title":"A Unique Experience Learning Calculus: Integrating Variation Theory with Problem-Based Learning","authors":"Lioubov Pogorelova","doi":"10.31756/jrsmte.211si","DOIUrl":"https://doi.org/10.31756/jrsmte.211si","url":null,"abstract":"The paper proposes a pedagogical approach to teaching and learning calculus differentiation formulas that synthesizes the principles of variation theory (VT) and bianshi in a problem-based learning (PBL) format. Unlike traditional approaches that view formulas procedurally, the paper adapts Steinbring’s (1989) distinction between “concept” and “symbol,” abstracting differentiation calculus formulas as “concept” (i.e., the meaning of the formula) and “symbol” (i.e., procedural knowledge about how to apply the formula). The paper then aligns this distinction with VT and bianshi pedagogies. While VT emphasizes more static elements of conceptual knowledge (e.g., highlighting the contrast between conceptual and non-conceptual features of the object of learning), bianshi broadens the concept of variation, offering more dynamic principles of variation through procedural variation (e.g., via the process of problem solving) (Gu et al., 2004). Combining VT and bianshi into a single pedagogical application yields an eight-step approach to teaching and learning calculus differentiation formulas.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89955396","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}
Articles in the 5th volume included topics in math, statistics, biology, chemistry, and integrated STEM education research, took place in both formal and informal education settings, and investigated primary, secondary, undergraduate, and graduate level education. Authors included residents of six countries on three continents. As always, these articles are free to all readers, with no subscription fees or paywall, carrying no charge to institutions or libraries, with no article processing charge to authors. Thus, JRSMTE is a Diamond open access journal. Diamond, or Platinum, open access journals are not-for-profit/non-commercial organizations, which make all their materials immediately available online at no charge to readers or authors (Fuchs and Sandoval, 2013.)
{"title":"JRSMTE is a Diamond Open Access Journal for the Global SMTE Education Community","authors":"S. Cessna","doi":"10.31756/jrsmte.611","DOIUrl":"https://doi.org/10.31756/jrsmte.611","url":null,"abstract":"Articles in the 5th volume included topics in math, statistics, biology, chemistry, and integrated STEM education research, took place in both formal and informal education settings, and investigated primary, secondary, undergraduate, and graduate level education. Authors included residents of six countries on three continents. As always, these articles are free to all readers, with no subscription fees or paywall, carrying no charge to institutions or libraries, with no article processing charge to authors. Thus, JRSMTE is a Diamond open access journal. Diamond, or Platinum, open access journals are not-for-profit/non-commercial organizations, which make all their materials immediately available online at no charge to readers or authors (Fuchs and Sandoval, 2013.)","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89383329","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}
{"title":"Development of a CT Sheet to Foster Critical Thinking and Evaluation of Practice Lesson on Hypothesis Setting and Experiment Planning in Lower Secondary School Science","authors":"Hirofumi Okamura, Norihisa Sakakibara, Takayuki Yamada","doi":"10.11639/sjst.b21015","DOIUrl":"https://doi.org/10.11639/sjst.b21015","url":null,"abstract":"","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79957190","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}
{"title":"A Study of Lower Secondary School Students’ Perceptions and Misconceptions Regarding Fossils","authors":"Kohei Nishizawa, Yoshinori Katori","doi":"10.11639/sjst.22016","DOIUrl":"https://doi.org/10.11639/sjst.22016","url":null,"abstract":"","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76051186","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}
{"title":"Research on Differences in PCK between Science Teachers and Science Education Researchers: Analysis of Students’ Evaluation of Trial Science","authors":"Yukinori Utsumi","doi":"10.11639/sjst.22003","DOIUrl":"https://doi.org/10.11639/sjst.22003","url":null,"abstract":"","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86211033","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}
{"title":"Study on STEM Teaching Materials in Australian Secondary Schools","authors":"Sarina Sugiyama, Yukinori Utsumi","doi":"10.11639/sjst.22005","DOIUrl":"https://doi.org/10.11639/sjst.22005","url":null,"abstract":"","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88619921","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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