Pub Date : 2023-08-20DOI: 10.1080/18117295.2023.2244758
U. Ramnarain, Sumayya Moosa
In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher enactment of this knowledge. The purpose of this research study was to capture, portray and develop the TPACK-P proficiency levels of five Physical Sciences teachers using an empowerment evaluation (EE) approach. This study adopted a mixed-methods case study design within a pragmatic research paradigm. The existing TPACK-P levels of teachers were established by administering a questionnaire and doing classroom observations of teachers using ICT in their practice. Following a professional development programme informed by principles of EE, the same TPACK-P questionnaire was used to determine if there was a change in the teachers’ TPACK-P proficiency levels. Classroom lesson observations were also conducted at this stage to establish shifts in the competency of teachers when integrating ICT into their teaching. The results of this study showed that the EE approach that guided the professional development of the Physical Sciences teachers was effective in improving their TPACK-P proficiency levels and in empowering them to be more confident and competent when integrating ICT into their teaching. This suggests that the EE approach can be modelled in professional development efforts involving small groups of teachers.
{"title":"The Impact of an Empowerment Evaluation Approach on Teachers’ TPACK-P Proficiency Levels","authors":"U. Ramnarain, Sumayya Moosa","doi":"10.1080/18117295.2023.2244758","DOIUrl":"https://doi.org/10.1080/18117295.2023.2244758","url":null,"abstract":"In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher enactment of this knowledge. The purpose of this research study was to capture, portray and develop the TPACK-P proficiency levels of five Physical Sciences teachers using an empowerment evaluation (EE) approach. This study adopted a mixed-methods case study design within a pragmatic research paradigm. The existing TPACK-P levels of teachers were established by administering a questionnaire and doing classroom observations of teachers using ICT in their practice. Following a professional development programme informed by principles of EE, the same TPACK-P questionnaire was used to determine if there was a change in the teachers’ TPACK-P proficiency levels. Classroom lesson observations were also conducted at this stage to establish shifts in the competency of teachers when integrating ICT into their teaching. The results of this study showed that the EE approach that guided the professional development of the Physical Sciences teachers was effective in improving their TPACK-P proficiency levels and in empowering them to be more confident and competent when integrating ICT into their teaching. This suggests that the EE approach can be modelled in professional development efforts involving small groups of teachers.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73202350","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 appeal of probability theory in everyday activities has resulted in its incorporation into the curricula of most countries. However, confusion persists within the international scientific community regarding the suitable age for introducing students to probability concepts. Several researchers argue that children at a young age are unable understand the concepts of probability, while other researchers believe that with appropriate teaching interventions, children can comprehend probabilistic concepts. This study aims to address the controversial issue by conducting a study involving two groups of students. In the first group, the researchers provide a short teaching a brief probability teaching session and subsequently ask the children to complete a worksheet related to the topic. In the second group, students complete the worksheet without any prior teaching. The study results show that teaching has a positive effect on the development of students' knowledge and perceptions regarding probabilities. As a consequence, new opportunities and requirements emerge in the field of probability education.
{"title":"Probability from Fourth to Sixth Grade","authors":"Michail Zorzos, E. Avgerinos","doi":"10.31756/jrsmte.632","DOIUrl":"https://doi.org/10.31756/jrsmte.632","url":null,"abstract":"The appeal of probability theory in everyday activities has resulted in its incorporation into the curricula of most countries. However, confusion persists within the international scientific community regarding the suitable age for introducing students to probability concepts. Several researchers argue that children at a young age are unable understand the concepts of probability, while other researchers believe that with appropriate teaching interventions, children can comprehend probabilistic concepts. This study aims to address the controversial issue by conducting a study involving two groups of students. In the first group, the researchers provide a short teaching a brief probability teaching session and subsequently ask the children to complete a worksheet related to the topic. In the second group, students complete the worksheet without any prior teaching. The study results show that teaching has a positive effect on the development of students' knowledge and perceptions regarding probabilities. As a consequence, new opportunities and requirements emerge in the field of probability education.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73653967","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}
G. Shelton, A. Villalta-Cerdas, B. Jang, A. Dubrovskiy, Blain Mamiya, Rebecca Weber, Susan Broadway, Vickie M. Williamson, Cynthia Powell, Diana Mason
This investigation sought to elucidate the influence of students' academic legacy on their prior knowledge and course outcomes providing crucial insights for educators who teach general chemistry. This six-semester analysis involved 6,914 students enrolled in classes across nine Texas universities. Explored were personal circumstances associated with students' successes and failures that influenced performance in on- and off-sequence, first- and second-semester general chemistry (Chem 1 and Chem 2). Students' academic legacy based on their categorization as first generation (neither grandparent nor parent/guardian with a 4-year bachelor's degree), second generation (at least one grandparent or parent/guardian with a bachelor's degree), or third generation (at least one grandparent and at least one parent/guardian hold a bachelor's degree) was investigated. Of the students in the dataset 33.8% (n = 2,340) self-identified as Hispanic. Results for Hispanic and non-Hispanic students indicated that first-generation students struggled more with Chem 1 and Chem 2 than students in the other two legacy groups. As students' academic legacy extended, they were more apt to succeed in general chemistry. Second- and third-generation students demonstrated stronger prior high-school chemistry backgrounds and were enrolled in more advanced mathematics courses. As expected, students with stronger academic backgrounds in chemistry and mathematics scored higher on the diagnostic MUST (Math-Up Skills Test), had greater self-efficacy relative to their preparation to succeed, and reported fewer paid work hours. First-generation students on the average entered with lower diagnostic MUST scores, felt less prepared to succeed, and disclosed a greater need to be employed.
{"title":"Importance of Academic Legacy on Student Success in First- and Second-Semester General Chemistry","authors":"G. Shelton, A. Villalta-Cerdas, B. Jang, A. Dubrovskiy, Blain Mamiya, Rebecca Weber, Susan Broadway, Vickie M. Williamson, Cynthia Powell, Diana Mason","doi":"10.31756/jrsmte.631","DOIUrl":"https://doi.org/10.31756/jrsmte.631","url":null,"abstract":"This investigation sought to elucidate the influence of students' academic legacy on their prior knowledge and course outcomes providing crucial insights for educators who teach general chemistry. This six-semester analysis involved 6,914 students enrolled in classes across nine Texas universities. Explored were personal circumstances associated with students' successes and failures that influenced performance in on- and off-sequence, first- and second-semester general chemistry (Chem 1 and Chem 2). Students' academic legacy based on their categorization as first generation (neither grandparent nor parent/guardian with a 4-year bachelor's degree), second generation (at least one grandparent or parent/guardian with a bachelor's degree), or third generation (at least one grandparent and at least one parent/guardian hold a bachelor's degree) was investigated. Of the students in the dataset 33.8% (n = 2,340) self-identified as Hispanic. Results for Hispanic and non-Hispanic students indicated that first-generation students struggled more with Chem 1 and Chem 2 than students in the other two legacy groups. As students' academic legacy extended, they were more apt to succeed in general chemistry. Second- and third-generation students demonstrated stronger prior high-school chemistry backgrounds and were enrolled in more advanced mathematics courses. As expected, students with stronger academic backgrounds in chemistry and mathematics scored higher on the diagnostic MUST (Math-Up Skills Test), had greater self-efficacy relative to their preparation to succeed, and reported fewer paid work hours. First-generation students on the average entered with lower diagnostic MUST scores, felt less prepared to succeed, and disclosed a greater need to be employed.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76663603","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 : 2023-08-16DOI: 10.1080/18117295.2023.2226546
Ebo Amuah, Enerst Kofi Davis
This study investigated children’s knowledge of the addition of fractions with unlike denominators. It focussed on the strategies used by children to add fractions with unlike denominators. A cross-sectional survey of Grade 8 children in schools in two districts in Ghana was used. A test on the addition of fractions with unlike denominators was administered to 543 high-, average- and low-achieving children, and their responses were categorised based on the characterisation of correct strategies by Braithwaite et al. and Siegler and Pykes. Cluster bar charts and analysis of variance were used to analyse the data. The results showed that the children’s use of correct strategies for adding proper fractions with unlike denominators was higher than their use of correct strategies for adding improper fractions with unlike denominators. Thus, the children’s procedural knowledge of the addition of proper fractions with unlike denominators was higher than that of improper fractions with unlike denominators. Conceptual knowledge of the addition of fractions with unlike denominators was much lower than procedural knowledge of the same. The less advantaged (females, rural and low achievers) used fewer correct strategies and demonstrated less procedural and conceptual knowledge. Among other recommendations, curricula and classroom teaching should emphasise conceptual knowledge and its support for procedural knowledge of the addition of fractions with unlike denominators. Research interventions focussed on the less advantaged are advised.
{"title":"Strategies and Procedural and Conceptual Knowledge of Addition of Unlike Denominator Fractions: The Case of Grade 8 Children in Two Districts of the Central Region of Ghana","authors":"Ebo Amuah, Enerst Kofi Davis","doi":"10.1080/18117295.2023.2226546","DOIUrl":"https://doi.org/10.1080/18117295.2023.2226546","url":null,"abstract":"This study investigated children’s knowledge of the addition of fractions with unlike denominators. It focussed on the strategies used by children to add fractions with unlike denominators. A cross-sectional survey of Grade 8 children in schools in two districts in Ghana was used. A test on the addition of fractions with unlike denominators was administered to 543 high-, average- and low-achieving children, and their responses were categorised based on the characterisation of correct strategies by Braithwaite et al. and Siegler and Pykes. Cluster bar charts and analysis of variance were used to analyse the data. The results showed that the children’s use of correct strategies for adding proper fractions with unlike denominators was higher than their use of correct strategies for adding improper fractions with unlike denominators. Thus, the children’s procedural knowledge of the addition of proper fractions with unlike denominators was higher than that of improper fractions with unlike denominators. Conceptual knowledge of the addition of fractions with unlike denominators was much lower than procedural knowledge of the same. The less advantaged (females, rural and low achievers) used fewer correct strategies and demonstrated less procedural and conceptual knowledge. Among other recommendations, curricula and classroom teaching should emphasise conceptual knowledge and its support for procedural knowledge of the addition of fractions with unlike denominators. Research interventions focussed on the less advantaged are advised.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82114962","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":"理科におけるシステム思考に関する高等学校教師の認識の実態把握","authors":"Takahiro Yamamoto","doi":"10.11639/sjst.22043","DOIUrl":"https://doi.org/10.11639/sjst.22043","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":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88712149","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":"Key Issues on Research in Science Education by Up-And-Coming Young Researchers","authors":"Tomonori Sasaki","doi":"10.11639/sjst.sp6401","DOIUrl":"https://doi.org/10.11639/sjst.sp6401","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":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85694693","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 : 2023-07-31DOI: 10.11639/sjst.announce64-1-1
{"title":"編集委員会","authors":"","doi":"10.11639/sjst.announce64-1-1","DOIUrl":"https://doi.org/10.11639/sjst.announce64-1-1","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":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80771240","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":"Causal Effects of Childhood Nature Experiences on Motivation for Science Learning","authors":"Daiki Nakamura, Takuya Matsuura","doi":"10.11639/sjst.23012","DOIUrl":"https://doi.org/10.11639/sjst.23012","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":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78303301","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":"Perceptions of Lower Elementary School Children About Thinking from the Perspective of Insects","authors":"Karen Onodera, Hiroki Fujii","doi":"10.11639/sjst.22069","DOIUrl":"https://doi.org/10.11639/sjst.22069","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":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72887814","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":"Improvement and Evaluation of Teaching Materials for Measuring the Diameter of the Sun by Using Shading Sheet","authors":"Ieyasu Takimoto","doi":"10.11639/sjst.22072","DOIUrl":"https://doi.org/10.11639/sjst.22072","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":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78915859","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：