Technology is affecting our lives more and more. It has consequences to every human being, and we find ourselves faced with both positive and negative aspects of technology. Certainly, this has an effect on our attitudes towards technology. In this study, we tried to find out if there have been any changes in attitudes towards technology among Finnish school children during the last 30 years. The attitudes measured in 1993 were compared with the results from 2012 and 2022. The number of test participants was 267 in the first measurement, 317 in the second and 284 in the last measurement. The age of the student respondents was 11–13 years. The measurements were done with exactly the same Likert scale attitude questionnaire in all three measurements. Some positive changes were found in attitudes towards technology in girls test group. Unfortunately, boys’ development between years 2012-2022 is alarming and should be of great concern The development in attitudes can be explained by the changes in technology education curriculum. From a broader point of view, the development in attitudes can be due to the changes in society as a whole.
{"title":"Development of Students’ Attitudes towards Technology Education between Years 1993-2022 in Finnish Comprehensive School","authors":"Ossi Autio","doi":"10.46328/ijtes.506","DOIUrl":"https://doi.org/10.46328/ijtes.506","url":null,"abstract":"Technology is affecting our lives more and more. It has consequences to every human being, and we find ourselves faced with both positive and negative aspects of technology. Certainly, this has an effect on our attitudes towards technology. In this study, we tried to find out if there have been any changes in attitudes towards technology among Finnish school children during the last 30 years. The attitudes measured in 1993 were compared with the results from 2012 and 2022. The number of test participants was 267 in the first measurement, 317 in the second and 284 in the last measurement. The age of the student respondents was 11–13 years. The measurements were done with exactly the same Likert scale attitude questionnaire in all three measurements. Some positive changes were found in attitudes towards technology in girls test group. Unfortunately, boys’ development between years 2012-2022 is alarming and should be of great concern The development in attitudes can be explained by the changes in technology education curriculum. From a broader point of view, the development in attitudes can be due to the changes in society as a whole.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84566064","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}
Mark Lester Gesta, Lady Loren Lozano, Adriano Patac
The COVID-19 pandemic has had a significant impact on education, forcing schools to close and move to remote learning. Prospective math teachers are particularly challenged by technology integration. This is because mathematics is a subject that is often taught in a traditional, lecture-based format. It can be challenging for prospective math teachers to find effective ways to use technology online to demonstrate teaching and learning mathematics. In this study, the researchers investigated the perceived barriers to technology integration experienced by prospective math teachers during emergency remote learning. This study used a descriptive correlational survey design given to fifty-one (51) respondents enrolled at Surigao del Norte State University (SNSU). Data analysis was performed using SPSS. Moreover, the researchers utilized descriptive statistics such as frequency distributions and measures of central tendency, and non-parametric tests such as Fisher’s exact tests to treat the data. The results showed that the respondents demonstrated moderately positive beliefs regarding the appropriateness of curriculum content for the technology used and the complementarity of technology and content in the course. Second, the respondents generally had a high level of commitment to attending synchronous online learning sessions. Third, gender, age, and income class do not play a significant role in determining respondents' perceived barriers to technology integration. Lastly, there was no significant relationship between respondents' perceived barriers to technology integration and their self-reported attendance (p = 0.099). However, the p-value was close to the conventional threshold for statistical significance (p 0.05), suggesting that there may be a weak association between these two variables.
{"title":"Teachers’ Perceived Barriers to Technology Integration during Online Learning","authors":"Mark Lester Gesta, Lady Loren Lozano, Adriano Patac","doi":"10.46328/ijtes.495","DOIUrl":"https://doi.org/10.46328/ijtes.495","url":null,"abstract":"The COVID-19 pandemic has had a significant impact on education, forcing schools to close and move to remote learning. Prospective math teachers are particularly challenged by technology integration. This is because mathematics is a subject that is often taught in a traditional, lecture-based format. It can be challenging for prospective math teachers to find effective ways to use technology online to demonstrate teaching and learning mathematics. In this study, the researchers investigated the perceived barriers to technology integration experienced by prospective math teachers during emergency remote learning. This study used a descriptive correlational survey design given to fifty-one (51) respondents enrolled at Surigao del Norte State University (SNSU). Data analysis was performed using SPSS. Moreover, the researchers utilized descriptive statistics such as frequency distributions and measures of central tendency, and non-parametric tests such as Fisher’s exact tests to treat the data. The results showed that the respondents demonstrated moderately positive beliefs regarding the appropriateness of curriculum content for the technology used and the complementarity of technology and content in the course. Second, the respondents generally had a high level of commitment to attending synchronous online learning sessions. Third, gender, age, and income class do not play a significant role in determining respondents' perceived barriers to technology integration. Lastly, there was no significant relationship between respondents' perceived barriers to technology integration and their self-reported attendance (p = 0.099). However, the p-value was close to the conventional threshold for statistical significance (p 0.05), suggesting that there may be a weak association between these two variables.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"2014 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86719464","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}
Robert John M. Bumagat, Myra G. Ordillas, Danilo Jr. V. Rogayan, Renee Maye G. Basila, Ma. Isabel R. Gannar, Mary Jean Catig
Educational disruption brought by this pandemic changed the practices and challenged teachers and students to navigate the new learning landscape. This descriptive research study determined the practices and challenges of science teachers in teaching amidst the COVID-19 pandemic. A total of 54 science teachers in Zambales, Philippines responded to the researcher-made Practices and Challenges of Science Teachers Questionnaire (PCSTQ). Results revealed that science teachers use printed module as a learning delivery modality in their classes. They often employ varied science teaching strategies, utilize assessment strategies and incorporate technology integration in teaching during educational disruption. They often encounter challenges in academic workload, laboratory experimentation, and physical infrastructures, while they sometimes face challenges in terms of digital infrastructure, instructional resources, digital competence, and assessment and supervision. There are significant differences in the teachers’ teaching strategies by trainings, and technology integration practices by trainings and modality used. Furthermore, there are significant differences in the challenges in instructional resources, physical infrastructure, digital competence, and academic workload by years in service; challenges in digital competence by zone; and challenges in academic workload by age. Implications of the study to pedagogy, policy, and practice are discussed in the paper. The study also contributes to the dearth of literature in describing the teachers’ practices and challenges in science teaching in the context of the COVID-19 pandemic.
{"title":"Practices and Challenges of Teachers in Teaching Science Online","authors":"Robert John M. Bumagat, Myra G. Ordillas, Danilo Jr. V. Rogayan, Renee Maye G. Basila, Ma. Isabel R. Gannar, Mary Jean Catig","doi":"10.46328/ijtes.484","DOIUrl":"https://doi.org/10.46328/ijtes.484","url":null,"abstract":"Educational disruption brought by this pandemic changed the practices and challenged teachers and students to navigate the new learning landscape. This descriptive research study determined the practices and challenges of science teachers in teaching amidst the COVID-19 pandemic. A total of 54 science teachers in Zambales, Philippines responded to the researcher-made Practices and Challenges of Science Teachers Questionnaire (PCSTQ). Results revealed that science teachers use printed module as a learning delivery modality in their classes. They often employ varied science teaching strategies, utilize assessment strategies and incorporate technology integration in teaching during educational disruption. They often encounter challenges in academic workload, laboratory experimentation, and physical infrastructures, while they sometimes face challenges in terms of digital infrastructure, instructional resources, digital competence, and assessment and supervision. There are significant differences in the teachers’ teaching strategies by trainings, and technology integration practices by trainings and modality used. Furthermore, there are significant differences in the challenges in instructional resources, physical infrastructure, digital competence, and academic workload by years in service; challenges in digital competence by zone; and challenges in academic workload by age. Implications of the study to pedagogy, policy, and practice are discussed in the paper. The study also contributes to the dearth of literature in describing the teachers’ practices and challenges in science teaching in the context of the COVID-19 pandemic.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89949167","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 aim of this study is to determine the technology integration self-efficacy of special education teachers. Within the scope of the study, it was examined whether the technology integration self-efficacy of special education teachers varies according to gender, professional seniority, in-service training and postgraduate education variables. Two measurement tools, technology integration self-efficacy scale and personal information form, were used in the study. The study was conducted with 206 special education teachers working in public and private special education institutions in different cities in Turkey. The results show that special education teachers' technology integration self-efficacy is at a moderate level. When it was examined whether the technology integration self-efficacy of special education teachers differed according to gender and professional seniority, no significant difference was found in the self-efficacy of the participants according to these two variables. Male special education teachers and those with low professional seniority had high technology integration self-efficacy scores. Finally, in-service training and post-graduate education of teachers appear to be an important factor in their technology integration competencies. Teachers who received in-service training or postgraduate education were found to have a very high level of technology integration self-efficacy perception.
{"title":"Investigation of Special Education Teachers' Technology Integration Self-Efficacy Levels","authors":"Mehrossâdat Vosough Matin","doi":"10.46328/ijtes.492","DOIUrl":"https://doi.org/10.46328/ijtes.492","url":null,"abstract":"The aim of this study is to determine the technology integration self-efficacy of special education teachers. Within the scope of the study, it was examined whether the technology integration self-efficacy of special education teachers varies according to gender, professional seniority, in-service training and postgraduate education variables. Two measurement tools, technology integration self-efficacy scale and personal information form, were used in the study. The study was conducted with 206 special education teachers working in public and private special education institutions in different cities in Turkey. The results show that special education teachers' technology integration self-efficacy is at a moderate level. When it was examined whether the technology integration self-efficacy of special education teachers differed according to gender and professional seniority, no significant difference was found in the self-efficacy of the participants according to these two variables. Male special education teachers and those with low professional seniority had high technology integration self-efficacy scores. Finally, in-service training and post-graduate education of teachers appear to be an important factor in their technology integration competencies. Teachers who received in-service training or postgraduate education were found to have a very high level of technology integration self-efficacy perception.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91122743","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}
In this research, it was aimed to examine the channels related to flute education on the YouTube platform. For this purpose, a total of 6 channels, 3 Turkish and 3 foreign, were determined and selected. In determining the channels, the channels with the highest number of subscribers were preferred. In addition, all the topics in the channel content, all the topics in the flute education videos and the flute education videos were compared and examined respectively. Turkish channels A, B, C; foreign channels are named with the letters D, E, F. As a result of the study, it was concluded that the number of videos in foreign channels is higher than the Turkish channels, the number of views of foreign channels, the diversity of topics is higher, and the educational video content is more qualified. In addition, when the last video release date was compared according to the descriptive features of the channels, it was found that Turkish channels do not currently share new videos, while foreign channels still continue to share videos, and foreign channels are older and have a higher number of followers. Among the foreign channels, it has been concluded that channel D and channel F are qualified enough to be used in the flute education process and individuals can benefit from these channels in order to learn how to play the flute effectively.
{"title":"A Review of YouTube Channels that Provide Flute Education","authors":"Merve Soycan","doi":"10.46328/ijtes.485","DOIUrl":"https://doi.org/10.46328/ijtes.485","url":null,"abstract":"In this research, it was aimed to examine the channels related to flute education on the YouTube platform. For this purpose, a total of 6 channels, 3 Turkish and 3 foreign, were determined and selected. In determining the channels, the channels with the highest number of subscribers were preferred. In addition, all the topics in the channel content, all the topics in the flute education videos and the flute education videos were compared and examined respectively. Turkish channels A, B, C; foreign channels are named with the letters D, E, F. As a result of the study, it was concluded that the number of videos in foreign channels is higher than the Turkish channels, the number of views of foreign channels, the diversity of topics is higher, and the educational video content is more qualified. In addition, when the last video release date was compared according to the descriptive features of the channels, it was found that Turkish channels do not currently share new videos, while foreign channels still continue to share videos, and foreign channels are older and have a higher number of followers. Among the foreign channels, it has been concluded that channel D and channel F are qualified enough to be used in the flute education process and individuals can benefit from these channels in order to learn how to play the flute effectively.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"39 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82816615","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}
Paper Laboratory Notebooks (PLNs) have been used for centuries to document and archive the thoughts and work of inventors, scientists, students, and engineers. PLNs are the first formal means of scientific communication we teach our students and, in turn, a student’s first training on cultivating and expressing scientific thinking. In the science teaching laboratory, PLNs are at the forefront and serve various purposes for students in the science laboratory curriculum, like good documentation practices and accurate record keeping. This paper discusses the reasons for switching to OneNote ELN, the criteria for selecting OneNote ELN software, how OneNote ELN was introduced and used in the course, and students’ opinions on using this ELN. We successfully implemented the OneNote ELN in our General Biology Laboratory II sequence course for biology majors and non-major students entering the health professions. Students had a generally favorable response to using the OneNote ELN; 98% of students agreed that ELNs enabled them to keep a well-maintained laboratory notebook. Overall, student experience with ELNs was positive, with 85% of students indicating that they would recommend other future science laboratory courses they will be taking to adopt the OneNote ELN. In general, the OneNote ELN was viewed more positively in many respects than the PLNs in ease of its usage, access and organizing the notebook.
{"title":"Implementation and Student Perceptions of OneNote as an Electronic Laboratory Notebook in a General Biology Course","authors":"Eva N. Nyutu","doi":"10.46328/ijtes.488","DOIUrl":"https://doi.org/10.46328/ijtes.488","url":null,"abstract":"Paper Laboratory Notebooks (PLNs) have been used for centuries to document and archive the thoughts and work of inventors, scientists, students, and engineers. PLNs are the first formal means of scientific communication we teach our students and, in turn, a student’s first training on cultivating and expressing scientific thinking. In the science teaching laboratory, PLNs are at the forefront and serve various purposes for students in the science laboratory curriculum, like good documentation practices and accurate record keeping. This paper discusses the reasons for switching to OneNote ELN, the criteria for selecting OneNote ELN software, how OneNote ELN was introduced and used in the course, and students’ opinions on using this ELN. We successfully implemented the OneNote ELN in our General Biology Laboratory II sequence course for biology majors and non-major students entering the health professions. Students had a generally favorable response to using the OneNote ELN; 98% of students agreed that ELNs enabled them to keep a well-maintained laboratory notebook. Overall, student experience with ELNs was positive, with 85% of students indicating that they would recommend other future science laboratory courses they will be taking to adopt the OneNote ELN. In general, the OneNote ELN was viewed more positively in many respects than the PLNs in ease of its usage, access and organizing the notebook.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"25 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74356527","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}
Yerdan S. Katayev, Gulbanu Saduakas, S. Nurzhanova, A. Umirbekova, Yernar Ospankulov, Sokhiba Zokirova
The aim of this study is to examine the research and ICT competencies and scientific process skills of teachers in different branches in Kazakhstan and the relationship between these three variables. The sample of the study consists of 258 teachers working in different cities of Kazakhstan in the 2022-2023 academic year. Teacher Research Competence Scale, Scientific Process Skills Scale and Information and Communication Technologies Competence Scale were used as data collection tools. Arithmetic mean, unrelated sample t test, one-way analysis of variance (ANOVA) and multiple linear regression analysis methods were used to analyze the data obtained. As a result of the research, it was determined that the participant teachers had moderate level of competencies in using research and information communication technologies and scientific process skills. Participant teachers' competencies in using research and information communication technologies and scientific process skills show significant differences according to their gender and branches. In particular, it was observed that teachers working in science and mathematics branches exhibited high research and ICT competencies and scientific process skills. Finally, significant relationships were observed between participant teachers' research and ICT competencies and scientific process skills. Scientific process skills were found to be the most important factor affecting teachers' research skills and competencies.
{"title":"Analysis of Teachers' Research Competencies, Scientific Process Skills and the Level of Using Information and Communication Technologies","authors":"Yerdan S. Katayev, Gulbanu Saduakas, S. Nurzhanova, A. Umirbekova, Yernar Ospankulov, Sokhiba Zokirova","doi":"10.46328/ijemst.3613","DOIUrl":"https://doi.org/10.46328/ijemst.3613","url":null,"abstract":"The aim of this study is to examine the research and ICT competencies and scientific process skills of teachers in different branches in Kazakhstan and the relationship between these three variables. The sample of the study consists of 258 teachers working in different cities of Kazakhstan in the 2022-2023 academic year. Teacher Research Competence Scale, Scientific Process Skills Scale and Information and Communication Technologies Competence Scale were used as data collection tools. Arithmetic mean, unrelated sample t test, one-way analysis of variance (ANOVA) and multiple linear regression analysis methods were used to analyze the data obtained. As a result of the research, it was determined that the participant teachers had moderate level of competencies in using research and information communication technologies and scientific process skills. Participant teachers' competencies in using research and information communication technologies and scientific process skills show significant differences according to their gender and branches. In particular, it was observed that teachers working in science and mathematics branches exhibited high research and ICT competencies and scientific process skills. Finally, significant relationships were observed between participant teachers' research and ICT competencies and scientific process skills. Scientific process skills were found to be the most important factor affecting teachers' research skills and competencies.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84619947","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}
S. Tarjibayeva, Valentina Adilova, V. Tsitsurin, S. Sadykov, Botagoz Akhmetova
In this study, the effect of a training program developed for healthy nutrition, increasing physical activity and reducing technological addiction on the related behaviors and habits of young athletes was examined. In the study, which was carried out according to the pre-test post-test model with control group, the curriculum developed for the research variables in the experimental group was applied in 4 modules. In the study, no experimental application was applied to the participants in the control group. There were 30 young athletes in the experimental group and 30 young athletes in the control group. Young athletes in the experimental and control groups were equal to each other in terms of gender, age, eating habits and physical activity. 'Dutch Nutrition Behavior Scale', 'Technological Addiction Scale' and 'Physical Activity Questionnaire' were used as data collection tools in the study. According to the findings of the study, it was found that the negative nutritional behaviors and technological addiction of the athletes in the experimental group decreased, while their physical activity levels increased compared to their peers in the control group.
{"title":"Investigation of the Effects of the Training Program on Negative Nutrition and Technology Addiction in Young Athletes","authors":"S. Tarjibayeva, Valentina Adilova, V. Tsitsurin, S. Sadykov, Botagoz Akhmetova","doi":"10.46328/ijemst.3640","DOIUrl":"https://doi.org/10.46328/ijemst.3640","url":null,"abstract":"In this study, the effect of a training program developed for healthy nutrition, increasing physical activity and reducing technological addiction on the related behaviors and habits of young athletes was examined. In the study, which was carried out according to the pre-test post-test model with control group, the curriculum developed for the research variables in the experimental group was applied in 4 modules. In the study, no experimental application was applied to the participants in the control group. There were 30 young athletes in the experimental group and 30 young athletes in the control group. Young athletes in the experimental and control groups were equal to each other in terms of gender, age, eating habits and physical activity. 'Dutch Nutrition Behavior Scale', 'Technological Addiction Scale' and 'Physical Activity Questionnaire' were used as data collection tools in the study. According to the findings of the study, it was found that the negative nutritional behaviors and technological addiction of the athletes in the experimental group decreased, while their physical activity levels increased compared to their peers in the control group.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87953702","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}
This study is based on the bibliometrics analysis of research publications that focus on highlighting the argumentation on mathematics education. The main objective of this study is to analyze the distribution of research results, the main journals for publication, and the most productive authors, the pattern of authorship and the pattern of citation. Data was collected from Scopus database and was analyzed using VOSviewer software. A total of 173 articles published from 1995 to December 2021 were retrieved and perused. Graphs, tables, charts, and maps have been used to analyze and present collected data. The analysis results show that argumentation in mathematics education has been studied frequently with the concepts of proof, reasoning, teacher education, and geometry. Journal of Mathematical Behavior and Educational Studies in Mathematics have been the top journals, and the University of Rutgers has been the most influential institution, and the United States has had a significant prevalence in this field. The results of this study provide insights for researchers interested in mathematics education in this field, suggesting that they can explore various alternatives to the major research trends and the influential articles mentioned. Based on the results, recommendations for future studies are provided.
{"title":"Bibliometrics Analysis of Research on Argumentation in Mathematics Education","authors":"H. Kartika, M. T. Budiarto, Y. Fuad, E. Bonyah","doi":"10.46328/ijemst.2904","DOIUrl":"https://doi.org/10.46328/ijemst.2904","url":null,"abstract":"This study is based on the bibliometrics analysis of research publications that focus on highlighting the argumentation on mathematics education. The main objective of this study is to analyze the distribution of research results, the main journals for publication, and the most productive authors, the pattern of authorship and the pattern of citation. Data was collected from Scopus database and was analyzed using VOSviewer software. A total of 173 articles published from 1995 to December 2021 were retrieved and perused. Graphs, tables, charts, and maps have been used to analyze and present collected data. The analysis results show that argumentation in mathematics education has been studied frequently with the concepts of proof, reasoning, teacher education, and geometry. Journal of Mathematical Behavior and Educational Studies in Mathematics have been the top journals, and the University of Rutgers has been the most influential institution, and the United States has had a significant prevalence in this field. The results of this study provide insights for researchers interested in mathematics education in this field, suggesting that they can explore various alternatives to the major research trends and the influential articles mentioned. Based on the results, recommendations for future studies are provided.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84490885","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}
Kulzhanat Bulatbaeva, Almagul Mukhamedkhanova, Nagimash Toibazarova, S. Maigeldiyeva, S. Nurkasymova, Galiyapanu Rezuanova
In this study, the relationship between gaming, social media and internet addiction, which are within the scope of technology addiction, and school achievement and study behavior was examined. The sample of the study consisted of 240 students studying in grades 5-8 of 4 schools in Almaty, Kazakhstan. The study was designed in the comparative relational survey model and is descriptive in nature. In the study, a questionnaire was used as a data collection method. In this context, "Internet Addiction Scale", "Digital Game Addiction Scale", "Social Media Addiction Scale" and "Study Behavior Scale" were used in the research. T and F tests were used in the analyses made with SPSS 26.0 program. As a result of the study, it was determined that the technology addictions of the students participating in the research differed in terms of gender and grade level variables. In the study, social media addiction of female students was found to be high, while digital game addiction was found to be high in male students. It was also observed that technology addiction increased as the class level increased. Finally, students with low achievement and study behavior levels were found to have high technology addictions.
{"title":"Analysis of the Relationships between School Children’s Technology Addiction and School Achievement","authors":"Kulzhanat Bulatbaeva, Almagul Mukhamedkhanova, Nagimash Toibazarova, S. Maigeldiyeva, S. Nurkasymova, Galiyapanu Rezuanova","doi":"10.46328/ijemst.3622","DOIUrl":"https://doi.org/10.46328/ijemst.3622","url":null,"abstract":"In this study, the relationship between gaming, social media and internet addiction, which are within the scope of technology addiction, and school achievement and study behavior was examined. The sample of the study consisted of 240 students studying in grades 5-8 of 4 schools in Almaty, Kazakhstan. The study was designed in the comparative relational survey model and is descriptive in nature. In the study, a questionnaire was used as a data collection method. In this context, \"Internet Addiction Scale\", \"Digital Game Addiction Scale\", \"Social Media Addiction Scale\" and \"Study Behavior Scale\" were used in the research. T and F tests were used in the analyses made with SPSS 26.0 program. As a result of the study, it was determined that the technology addictions of the students participating in the research differed in terms of gender and grade level variables. In the study, social media addiction of female students was found to be high, while digital game addiction was found to be high in male students. It was also observed that technology addiction increased as the class level increased. Finally, students with low achievement and study behavior levels were found to have high technology addictions.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"41 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77254056","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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