{"title":"3DモデルとGoogle Earthを組み合わせた地層のVR教材の開発と評価","authors":"Kazuya Iida, Hiroshi Unzai, Yoshiyuki Kubota","doi":"10.11639/sjst.c21003","DOIUrl":"https://doi.org/10.11639/sjst.c21003","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":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91298365","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 on RLC Circuits in High School Physics","authors":"T. Yabu","doi":"10.11639/sjst.22017","DOIUrl":"https://doi.org/10.11639/sjst.22017","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":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76699076","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":"WEB気象マップを活用した中学生向け探究教材","authors":"Ieyasu Takimoto, Norihito Kawamura, Mizuho Taguchi, Naohiro Yoshimoto","doi":"10.11639/sjst.22044","DOIUrl":"https://doi.org/10.11639/sjst.22044","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":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87440801","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 on “Anatomy Exercise” and “Observation of Plastination Specimen”","authors":"Hideto Saiki, K. Mizuno, Takeshi Matunaga","doi":"10.11639/sjst.22051","DOIUrl":"https://doi.org/10.11639/sjst.22051","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":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86428031","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 in Teaching and Learning Aids and Materials in Science Classes","authors":"Satoshi Tsuchida","doi":"10.11639/sjst.sp6303","DOIUrl":"https://doi.org/10.11639/sjst.sp6303","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":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75988601","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 proficiency in Mathematics skills is fundamental to success in the STEM disciplines. In the US, beginning college students who are placed in remedial/developmental Mathematics courses frequently struggle to achieve academic success (Fay,2020). Therefore, Mathematics remediation in college has become an important concern, and providing Mathematics remediation is a prevalent way to help the students who may not be fully prepared for college-level courses. Programs vary however, and the effectiveness of a particular remedial Mathematics program must be empirically demonstrated. The purpose of this study was to apply the sharp regression discontinuity (RD) technique to determine the effectiveness of the Jack Leaps Summer (JLS) Mathematic remediation program in supporting improved Mathematics learning outcomes among newly admitted Mathematics students in the South Dakota State University. The researchers studied the newly admitted Fall 2019 cohort of Mathematics majors (n=423). The results indicated that students whose pretest score was lower than the cut-off point and who were assigned to the JLS program, experienced significantly higher scores on the post-test (Math 101 final score). Based on these results, there is evidence that the JLS program is effective in meeting its primary objective.
{"title":"The Effects of a Mathematics Remedial Program on Mathematics Success and Achievement among Beginning Mathematics Major Students : A regression discontinuity analysis","authors":"Kuixi Du, Thomas J. Lipscomb","doi":"10.31756/jrsmte.613","DOIUrl":"https://doi.org/10.31756/jrsmte.613","url":null,"abstract":"The proficiency in Mathematics skills is fundamental to success in the STEM disciplines. In the US, beginning college students who are placed in remedial/developmental Mathematics courses frequently struggle to achieve academic success (Fay,2020). Therefore, Mathematics remediation in college has become an important concern, and providing Mathematics remediation is a prevalent way to help the students who may not be fully prepared for college-level courses. Programs vary however, and the effectiveness of a particular remedial Mathematics program must be empirically demonstrated. The purpose of this study was to apply the sharp regression discontinuity (RD) technique to determine the effectiveness of the Jack Leaps Summer (JLS) Mathematic remediation program in supporting improved Mathematics learning outcomes among newly admitted Mathematics students in the South Dakota State University. The researchers studied the newly admitted Fall 2019 cohort of Mathematics majors (n=423). The results indicated that students whose pretest score was lower than the cut-off point and who were assigned to the JLS program, experienced significantly higher scores on the post-test (Math 101 final score). Based on these results, there is evidence that the JLS program is effective in meeting its primary objective.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76262705","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}
Abstract: The findings presented herein report the results of the qualitative portion of a sequential, convergent mixed methods study that focused on the effects of two instructional methods, Direct Instruction (DI) and Inquiry-based Learning (IBL), on pre-service teachers’ achievement and self-reported mathematics-related anxiety over the course of a semester. These qualitative findings are intended to add contextualization to the previously reported findings of the quasi-experimental phase of the investigation which found no statistically significant difference between groups in content mastery but found a statistically significant difference over the course of the semester in self-reported levels of mathematics-related anxiety between students who experienced the two different instructional methods. Implications are discussed.
{"title":"Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement","authors":"Thomas J. Lipscomb, Janelle K. Lorenzen","doi":"10.31756/jrsmte.612","DOIUrl":"https://doi.org/10.31756/jrsmte.612","url":null,"abstract":"Abstract: The findings presented herein report the results of the qualitative portion of a sequential, convergent mixed methods study that focused on the effects of two instructional methods, Direct Instruction (DI) and Inquiry-based Learning (IBL), on pre-service teachers’ achievement and self-reported mathematics-related anxiety over the course of a semester. These qualitative findings are intended to add contextualization to the previously reported findings of the quasi-experimental phase of the investigation which found no statistically significant difference between groups in content mastery but found a statistically significant difference over the course of the semester in self-reported levels of mathematics-related anxiety between students who experienced the two different instructional methods. Implications are discussed.","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78420987","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: 10.1080/18117295.2023.2172037
Nomfundo Radebe, E. Mushayikwa
The purpose of this study was to investigate the relationship between the nature of small group discussion tasks and learners’ talk during Physical Science lessons. The study was conducted during Physical Science lessons with three self-selected groups of Grade 11 learners from one school. A total of three lessons were followed. During the lessons, learners were given group tasks to complete, and their discussion was audio-recorded. The small group discussion tasks were coded using the revised Bloom’s taxonomy. The audio-recordings were transcribed and coded using Mercer’s three types of talk. The nature of tasks in the small group discussions was paired with the type of talk used as the group members were responding to the tasks and the frequency of these pairs was analysed. Analysis of the tasks vs. types of talk used indicated that learners predominately used cumulative talk to find solutions to understanding tasks. Exploratory talk was predominately used to find solutions to application tasks. The findings show that this relationship between the nature of small group discussion tasks and learners’ type of talk is statistically significant at p = 0.05 level. No disputational talk occurrences were observed. It is noted that the type of talk used to address each type of task is related to the cognitive skills demanded by the task, group composition and the embracing of the spirit of ubuntu by the group members.
{"title":"Bloom’s Taxonomy and Classroom Talk: Exploring the Relationship Between the Nature of Small Group Discussion Tasks and the Quality of Learners’ Talk","authors":"Nomfundo Radebe, E. Mushayikwa","doi":"10.1080/18117295.2023.2172037","DOIUrl":"https://doi.org/10.1080/18117295.2023.2172037","url":null,"abstract":"The purpose of this study was to investigate the relationship between the nature of small group discussion tasks and learners’ talk during Physical Science lessons. The study was conducted during Physical Science lessons with three self-selected groups of Grade 11 learners from one school. A total of three lessons were followed. During the lessons, learners were given group tasks to complete, and their discussion was audio-recorded. The small group discussion tasks were coded using the revised Bloom’s taxonomy. The audio-recordings were transcribed and coded using Mercer’s three types of talk. The nature of tasks in the small group discussions was paired with the type of talk used as the group members were responding to the tasks and the frequency of these pairs was analysed. Analysis of the tasks vs. types of talk used indicated that learners predominately used cumulative talk to find solutions to understanding tasks. Exploratory talk was predominately used to find solutions to application tasks. The findings show that this relationship between the nature of small group discussion tasks and learners’ type of talk is statistically significant at p = 0.05 level. No disputational talk occurrences were observed. It is noted that the type of talk used to address each type of task is related to the cognitive skills demanded by the task, group composition and the embracing of the spirit of ubuntu by the group members.","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":"80331817","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: 10.1080/18117295.2022.2155771
L. Pilcher, M. Potgieter, L. Fletcher
The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class tutorials with online homework to support learning offered in face-to-face lectures on student performance. We found that there were no topics in the introductory organic chemistry syllabus in which students who had completed online homework instead of large class tutorials performed better. In contrast, for all topics except ‘Curved arrows in mechanisms’, the mean performance of students who had attended a large class tutorial was statistically significantly better than for those who completed online homework instead. This large quantitative study with a sample of 667 students demonstrated the advantage conferred by face-to-face tutorials with peer learning and personal feedback even in a large class setting with only three sessions per student. Our recommendation is that an online homework system in blended courses should not replace face-to-face tutorials for topics reliant on personalised instruction and feedback. We advocate for investing resources and effort to provide face-to-face problem-solving sessions in high-enrolment introductory organic chemistry courses to improve performance.
{"title":"Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry","authors":"L. Pilcher, M. Potgieter, L. Fletcher","doi":"10.1080/18117295.2022.2155771","DOIUrl":"https://doi.org/10.1080/18117295.2022.2155771","url":null,"abstract":"The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class tutorials with online homework to support learning offered in face-to-face lectures on student performance. We found that there were no topics in the introductory organic chemistry syllabus in which students who had completed online homework instead of large class tutorials performed better. In contrast, for all topics except ‘Curved arrows in mechanisms’, the mean performance of students who had attended a large class tutorial was statistically significantly better than for those who completed online homework instead. This large quantitative study with a sample of 667 students demonstrated the advantage conferred by face-to-face tutorials with peer learning and personal feedback even in a large class setting with only three sessions per student. Our recommendation is that an online homework system in blended courses should not replace face-to-face tutorials for topics reliant on personalised instruction and feedback. We advocate for investing resources and effort to provide face-to-face problem-solving sessions in high-enrolment introductory organic chemistry courses to improve performance.","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":"80351448","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: 10.1080/18117295.2023.2183612
Vimolan Mudaly, Drisana Narriadoo
Learners in general struggle when working with word problems. South African learners in particular have an added barrier owing to the many official languages that have been legislated. The South African Department of Basic Education, through its curriculum statements, envisages that problem solving will play a fundamental part in mathematics teaching and learning. Whilst this has been embraced by teachers of mathematics, learners still experience difficulties when solving chosen word problems. This empirical, qualitative study explored 28 Grade 9 learners’ use of visualisation when solving word problems. After all the due ethical clearance protocols were observed, one class of learners completed a task-based exercise and five learners were interviewed. The results showed that when learners drew a diagram that represented the problem, they were more likely to solve it. Those learners who drew no diagram, or drew an incorrect one, failed to arrive at a suitable solution. An important finding is that the visualisation technique is a powerful tool when working with the solving of problems in mathematics.
{"title":"Solving Word Problems by Visualising","authors":"Vimolan Mudaly, Drisana Narriadoo","doi":"10.1080/18117295.2023.2183612","DOIUrl":"https://doi.org/10.1080/18117295.2023.2183612","url":null,"abstract":"Learners in general struggle when working with word problems. South African learners in particular have an added barrier owing to the many official languages that have been legislated. The South African Department of Basic Education, through its curriculum statements, envisages that problem solving will play a fundamental part in mathematics teaching and learning. Whilst this has been embraced by teachers of mathematics, learners still experience difficulties when solving chosen word problems. This empirical, qualitative study explored 28 Grade 9 learners’ use of visualisation when solving word problems. After all the due ethical clearance protocols were observed, one class of learners completed a task-based exercise and five learners were interviewed. The results showed that when learners drew a diagram that represented the problem, they were more likely to solve it. Those learners who drew no diagram, or drew an incorrect one, failed to arrive at a suitable solution. An important finding is that the visualisation technique is a powerful tool when working with the solving of problems in 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":"87838901","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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