{"title":"科学的知識の統合・創発を支援する立体型イメージマップの開発と評価","authors":"Taiki Nakagomi, keiji Kato","doi":"10.11639/sjst.d22001","DOIUrl":"https://doi.org/10.11639/sjst.d22001","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":"73801000","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: 10.1080/18117295.2023.2235104
Zoella Groening, Coréne Coetzee, K. Mathabathe
Creating awareness of environmental sustainability issues through formal education may be an effective way to help citizens deal with these issues. Teachers, however, have not been sufficiently trained on how to teach with sustainability concerns in mind. For this study, a purposively selected group of six chemistry teachers was exposed to an online professional development intervention (PDI) whose content draws on collective pedagogical content knowledge (cPCK) about the extraction of metals and mining as related to environmental sustainability. This paper reports on a study that explores the transfer of knowledge from cPCK to personal PCK (pPCK), and from pPCK to enacted PCK (ePCK). Data were collected using a pre- and post-PDI questionnaire, interviews and a lesson plan template. These tools were used to capture the teachers’ pPCK and ePCK. During the analysis of the data, a validated PCK rubric and a master content representation created by experts were used. The PCK components of knowledge of curricular saliency, student thinking and conceptual teaching strategies constituted the lens through which the researchers investigated the chemistry teachers’ PCK. The findings of this study revealed that the intervention enhanced the quality of the teachers’ ePCK about extraction of metals, by informing their pPCK. It also showed that despite being exposed to the same intervention, the PCK of all the teachers did not develop to the same extent. Four of the six participants showed a positive gain in the quality of their PCK across all three components, while the other two only showed a positive gain on two of the three components. The differences in PCK development within the context of chemistry teaching were attributed to the presence of amplifiers and filters. The study contributes to both theory and practice, highlighting the need for research-informed continuous professional development of teachers in education for sustainability and suggesting ways to infuse sustainability into their teaching of chemistry.
{"title":"Investigating the Influence of an Online Intervention on the Development of High School Chemistry Teachers’ PCK about Environmental Sustainability","authors":"Zoella Groening, Coréne Coetzee, K. Mathabathe","doi":"10.1080/18117295.2023.2235104","DOIUrl":"https://doi.org/10.1080/18117295.2023.2235104","url":null,"abstract":"Creating awareness of environmental sustainability issues through formal education may be an effective way to help citizens deal with these issues. Teachers, however, have not been sufficiently trained on how to teach with sustainability concerns in mind. For this study, a purposively selected group of six chemistry teachers was exposed to an online professional development intervention (PDI) whose content draws on collective pedagogical content knowledge (cPCK) about the extraction of metals and mining as related to environmental sustainability. This paper reports on a study that explores the transfer of knowledge from cPCK to personal PCK (pPCK), and from pPCK to enacted PCK (ePCK). Data were collected using a pre- and post-PDI questionnaire, interviews and a lesson plan template. These tools were used to capture the teachers’ pPCK and ePCK. During the analysis of the data, a validated PCK rubric and a master content representation created by experts were used. The PCK components of knowledge of curricular saliency, student thinking and conceptual teaching strategies constituted the lens through which the researchers investigated the chemistry teachers’ PCK. The findings of this study revealed that the intervention enhanced the quality of the teachers’ ePCK about extraction of metals, by informing their pPCK. It also showed that despite being exposed to the same intervention, the PCK of all the teachers did not develop to the same extent. Four of the six participants showed a positive gain in the quality of their PCK across all three components, while the other two only showed a positive gain on two of the three components. The differences in PCK development within the context of chemistry teaching were attributed to the presence of amplifiers and filters. The study contributes to both theory and practice, highlighting the need for research-informed continuous professional development of teachers in education for sustainability and suggesting ways to infuse sustainability into their teaching of chemistry.","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":"88619063","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":"Recent Research Trends and Findings on “Interactive Learning” in the Field of Science Education in Japan","authors":"H. Kameyama, Yukino Harada, Minoru Kusaba","doi":"10.11639/sjst.21047","DOIUrl":"https://doi.org/10.11639/sjst.21047","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":"85183313","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}
due to crushing and abrasion that occurs during transportation. It is thus desirable to consider the development of teaching materials that foster a correct understanding of weathering and the revision of the corresponding sections of the curriculum guideline.
{"title":"Do University Students Aiming to Acquire a Teacher’s License for Science Understand “Weathering”?","authors":"Naoki Kameda, Ieyasu Takimoto","doi":"10.11639/sjst.23006","DOIUrl":"https://doi.org/10.11639/sjst.23006","url":null,"abstract":"due to crushing and abrasion that occurs during transportation. It is thus desirable to consider the development of teaching materials that foster a correct understanding of weathering and the revision of the corresponding sections of the curriculum guideline.","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":"85381738","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":"Difficulties in Learning Chemical Reaction Formulas and the Effect of Using “Material Model Cards” in Science Classes","authors":"Toshiharu Uehara","doi":"10.11639/sjst.22071","DOIUrl":"https://doi.org/10.11639/sjst.22071","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":"89327739","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":"The Development and Evaluation of a Teaching Strategy for Enhancing Students’ Argument Self-Assessment Skills","authors":"Tatsuya Tanaka, Etsuji Yamaguchi","doi":"10.11639/sjst.d22004","DOIUrl":"https://doi.org/10.11639/sjst.d22004","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":"75584125","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: 10.1080/18117295.2023.2223376
Mellony Graven, Hamsa Venkat
{"title":"SAARMSTE’s role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022","authors":"Mellony Graven, Hamsa Venkat","doi":"10.1080/18117295.2023.2223376","DOIUrl":"https://doi.org/10.1080/18117295.2023.2223376","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":"72380761","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 : 2023-07-25DOI: 10.1080/18117295.2023.2232667
John Mangundu
Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learning, only a few studies have concentrated on the STEM preservice teachers’ e-readiness for using online multimodal teaching methods in developing economic contexts. Therefore, the purpose of this paper is to examine the interplay of experiences, attitudes and technological pedagogical content knowledge (TPACK) self-efficacy as they influence STEM preservice teachers’ e-readiness for implementing online multimodal teaching. This paper employed a descriptive online survey method and a stratified random sampling technique to collect data from 204 final-year STEM preservice teachers on a teacher training programme in South Africa. Statistical tools of confirmatory factor analysis, exploratory factor analysis, bivariate and correlation analysis were employed on the collected data. The results revealed that STEM preservice teachers have positive attitudes towards multimodal online learning. However, STEM preservice teachers do not feel confident in using multimodal online resources in their teaching. In addition, this paper found that experiences of online multimodal teaching impacted on preservice teachers’ attitudes and resultantly, STEM preservice teachers’ TPACK self-efficacy. The results and discussions inform the design for improvement in online multimodal teaching methods e-readiness and usage by preservice teachers. Recommendations include resource support, alignment of teacher training curricula and development of practicum practices for overall improvement of preservice teachers’ experiences.
{"title":"STEM Preservice Teachers’ e-Readiness for Online Multimodal Teaching Methods Usage in Pietermaritzburg, South Africa: Analysis Through the Adapted TPACK Framework","authors":"John Mangundu","doi":"10.1080/18117295.2023.2232667","DOIUrl":"https://doi.org/10.1080/18117295.2023.2232667","url":null,"abstract":"Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learning, only a few studies have concentrated on the STEM preservice teachers’ e-readiness for using online multimodal teaching methods in developing economic contexts. Therefore, the purpose of this paper is to examine the interplay of experiences, attitudes and technological pedagogical content knowledge (TPACK) self-efficacy as they influence STEM preservice teachers’ e-readiness for implementing online multimodal teaching. This paper employed a descriptive online survey method and a stratified random sampling technique to collect data from 204 final-year STEM preservice teachers on a teacher training programme in South Africa. Statistical tools of confirmatory factor analysis, exploratory factor analysis, bivariate and correlation analysis were employed on the collected data. The results revealed that STEM preservice teachers have positive attitudes towards multimodal online learning. However, STEM preservice teachers do not feel confident in using multimodal online resources in their teaching. In addition, this paper found that experiences of online multimodal teaching impacted on preservice teachers’ attitudes and resultantly, STEM preservice teachers’ TPACK self-efficacy. The results and discussions inform the design for improvement in online multimodal teaching methods e-readiness and usage by preservice teachers. Recommendations include resource support, alignment of teacher training curricula and development of practicum practices for overall improvement of preservice teachers’ experiences.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89644540","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 : 2023-07-19DOI: 10.1080/18117295.2023.2226548
Herman Tshesane, Hamsa Venkat
{"title":"Coding Additive Word Problem-solving to see Shifts Around an Intervention","authors":"Herman Tshesane, Hamsa Venkat","doi":"10.1080/18117295.2023.2226548","DOIUrl":"https://doi.org/10.1080/18117295.2023.2226548","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":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79005098","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 : 2023-06-27DOI: 10.1080/18117295.2023.2193496
S. Mabungane, S. Ramroop, H. Mwambi
The issue of missing data raises concerns in all statistical and educational research. In this study, we focus on missing data in school-based assessment data generated by progressed high school learners (those who did not meet the promotional requirements for their current grades but were allowed to move to the next grade because of policy stipulations). There are a number of approaches available for handling missing data in statistical literature. Multiple imputation is an approach statisticians often recommend for dealing with missing data. We analysed a longitudinal dataset composed of progressed high school learners with missing data points, imputing the missing values with multiple imputation by chained equations and Amelia II. The missing data points in our dataset were due to learners not submitting their tasks, which then impacted negatively on their results. We found a higher proportion of missing values in mathematics/mathematical literacy, science and accounting. Our results showed that progressed learners struggle more with these subjects where knowledge develops cumulatively, and that their gaps in prior knowledge probably hinder them in understanding new concepts. Thus, the policy on progression of learners brings challenges to the already strained educational system and requires a more specialised system of support.
{"title":"Analysis of Missing Data in Progressed Learners: The Use of Multiple Imputation Methods","authors":"S. Mabungane, S. Ramroop, H. Mwambi","doi":"10.1080/18117295.2023.2193496","DOIUrl":"https://doi.org/10.1080/18117295.2023.2193496","url":null,"abstract":"The issue of missing data raises concerns in all statistical and educational research. In this study, we focus on missing data in school-based assessment data generated by progressed high school learners (those who did not meet the promotional requirements for their current grades but were allowed to move to the next grade because of policy stipulations). There are a number of approaches available for handling missing data in statistical literature. Multiple imputation is an approach statisticians often recommend for dealing with missing data. We analysed a longitudinal dataset composed of progressed high school learners with missing data points, imputing the missing values with multiple imputation by chained equations and Amelia II. The missing data points in our dataset were due to learners not submitting their tasks, which then impacted negatively on their results. We found a higher proportion of missing values in mathematics/mathematical literacy, science and accounting. Our results showed that progressed learners struggle more with these subjects where knowledge develops cumulatively, and that their gaps in prior knowledge probably hinder them in understanding new concepts. Thus, the policy on progression of learners brings challenges to the already strained educational system and requires a more specialised system of support.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78447539","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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