Pub Date : 2023-11-14DOI: 10.1080/00220671.2023.2278767
Thi-Gam Phan, Wei-Yu Liu
AbstractThe study endorses the idea of interdependence as a trait of autonomy, which dignifies low-achieving students’ autonomy developed in English-language classrooms. A modified autonomy scale, adapted from Nunan’s five levels of autonomy development, monitored low-achieving learners’ autonomy. This action research explores the pedagogical design of collaborative learning to improve low-achieving students’ autonomy. Twenty low-achieving students (out of 29) as target participants come from a vocational high school in Hualien County, Taiwan. The result via observation and group-focus interviews displayed that the quality of intra-group interactions, deciding whether target participants’ need was satisfied, influences target participants’ tendency to be autonomous. In this study, leader-assigned groups where target participants could access available ‘resources’ (leaders) without exposing themselves to teachers to complete their individual/collective goals could produce those interactions. This indicates their greater responsibility for their learning. This study could provide an inspiring perspective for practitioners to redefine autonomy in low-achieving students.Keywords: Learner autonomyinterdependencecollaborative learninglow-achieving studentsenglish learning Disclosure statementThe authors report there are no competing interests to declare.Data availability statementThe authors will make transcripts available upon request (please contact the corresponding author). To protect students’ anonymity, the authors will not make available video recordings or observation data.Additional informationFundingNo agency, grants, or funding supported this research.
{"title":"Redefining autonomy in low-achieving high-school students: Collaborative learning in Taiwan-context classrooms","authors":"Thi-Gam Phan, Wei-Yu Liu","doi":"10.1080/00220671.2023.2278767","DOIUrl":"https://doi.org/10.1080/00220671.2023.2278767","url":null,"abstract":"AbstractThe study endorses the idea of interdependence as a trait of autonomy, which dignifies low-achieving students’ autonomy developed in English-language classrooms. A modified autonomy scale, adapted from Nunan’s five levels of autonomy development, monitored low-achieving learners’ autonomy. This action research explores the pedagogical design of collaborative learning to improve low-achieving students’ autonomy. Twenty low-achieving students (out of 29) as target participants come from a vocational high school in Hualien County, Taiwan. The result via observation and group-focus interviews displayed that the quality of intra-group interactions, deciding whether target participants’ need was satisfied, influences target participants’ tendency to be autonomous. In this study, leader-assigned groups where target participants could access available ‘resources’ (leaders) without exposing themselves to teachers to complete their individual/collective goals could produce those interactions. This indicates their greater responsibility for their learning. This study could provide an inspiring perspective for practitioners to redefine autonomy in low-achieving students.Keywords: Learner autonomyinterdependencecollaborative learninglow-achieving studentsenglish learning Disclosure statementThe authors report there are no competing interests to declare.Data availability statementThe authors will make transcripts available upon request (please contact the corresponding author). To protect students’ anonymity, the authors will not make available video recordings or observation data.Additional informationFundingNo agency, grants, or funding supported this research.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"71 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to examine the strategies used by Islamic religious education teachers at SMP Negeri 03 Tungkal Ulu, Jambi Province, in forming religious tolerance in students. The issues studied are how students develop attitudes of tolerance towards various beliefs, teacher strategies for teaching religious tolerance, and identifying factors that support and hinder the formation of religious tolerance in students. This research is a qualitative research. The attitude of religious tolerance at SMPN 03 Tungkal Ulu, Jambi Province has reached a good level, with mutual respect, protection and respect for differences of opinion between individuals. PAI teacher strategies also involve inter-religious dialogue when there are differences in beliefs or when non-Islamic students take PAI lessons. Even though there are still several obstacles, the efforts made at SMPN 03 Tungkal Ulu, Jambi Province to build religious tolerance are quite encouraging. Penelitian ini bertujuan untuk mengkaji strategi yang digunakan oleh guru pendidikan agama Islam di SMP Negeri 03 Tungkal Ulu, Provinsi Jambi, dalam membentuk toleransi beragama pada siswa. Persoalan yang dikaji adalah bagaimana siswa mengembangkan sikap toleransi terhadap beragam keyakinan, strategi guru untuk mengajarkan toleransi beragama, serta mengidentifikasi faktor-faktor yang mendukung dan menghambat dalam membentuk toleransi beragama pada siswa. Penelitian ini merupakan penelitian kualitatif. Sikap toleransi beragama di SMPN 03 Tungkal Ulu Provinsi Jambi telah mencapai tingkat yang baik, dengan adanya saling menghargai, mengayomi, dan menghormati perbedaan pendapat di antara individu-individu. Strategi guru PAI juga melibatkan dialog antar beragama ketika terjadi perbedaan keyakinan atau ketika siswa non-Islam mengikuti pelajaran PAI. Meskipun masih terdapat beberapa kendala, upaya yang dilakukan di SMPN 03 Tungkal Ulu Provinsi Jambi dalam membangun toleransi beragama cukup menggembirakan.
本研究旨在探讨占碑省03 Tungkal Ulu市伊斯兰宗教教育学校（SMP Negeri 03 Tungkal Ulu）的伊斯兰宗教教育教师在培养学生宗教宽容态度方面所采用的策略。研究的问题包括学生如何形成对各种信仰的宽容态度、教师教授宗教宽容的策略，以及确定支持和阻碍学生形成宗教宽容的因素。本研究为定性研究。在占碑省东卡尔乌鲁 03 中学，学生的宗教宽容态度已达到良好水平，他们相互尊重、保护和尊重个人之间的意见分歧。当存在信仰差异或非伊斯兰学生学习 PAI 课程时，PAI 教师的策略也涉及宗教间对话。尽管还存在一些障碍，但占碑省东卡乌鲁市第 03 小学为建立宗教宽容所做的努力还是令人鼓舞的。 本研究旨在探讨占碑省东加乌鲁伊斯兰教学校（SMP Negeri 03 Tungkal Ulu）的伊斯兰宗教教育教师在培养学生的宗教宽容方面所采用的策略。研究的问题包括：学生如何形成对各种信仰的宽容态度、教师教授宗教宽容的策略，以及确定支持和阻碍学生形成宗教宽容的因素。本研究为定性研究。在占碑省东卡尔乌鲁市 03 中学，宗教宽容的态度已经达到了一个良好的水平，即相互尊重、培养和尊重个人之间的意见分歧。当出现信仰差异或非伊斯兰学生选修 PAI 课程时，PAI 教师的策略也包括宗教间对话。尽管还存在一些障碍，但占碑省东卡尔乌鲁第三小学在建立宗教宽容方面所做的努力是令人鼓舞的。
{"title":"Strategi Guru Pendidikan Agama Islam dalam Membina Toleransi Beragama Siswa di Sekolah Menengah Pertama","authors":"Hakiki Hakiki","doi":"10.56436/jer.v2i1.227","DOIUrl":"https://doi.org/10.56436/jer.v2i1.227","url":null,"abstract":"This research aims to examine the strategies used by Islamic religious education teachers at SMP Negeri 03 Tungkal Ulu, Jambi Province, in forming religious tolerance in students. The issues studied are how students develop attitudes of tolerance towards various beliefs, teacher strategies for teaching religious tolerance, and identifying factors that support and hinder the formation of religious tolerance in students. This research is a qualitative research. The attitude of religious tolerance at SMPN 03 Tungkal Ulu, Jambi Province has reached a good level, with mutual respect, protection and respect for differences of opinion between individuals. PAI teacher strategies also involve inter-religious dialogue when there are differences in beliefs or when non-Islamic students take PAI lessons. Even though there are still several obstacles, the efforts made at SMPN 03 Tungkal Ulu, Jambi Province to build religious tolerance are quite encouraging. Penelitian ini bertujuan untuk mengkaji strategi yang digunakan oleh guru pendidikan agama Islam di SMP Negeri 03 Tungkal Ulu, Provinsi Jambi, dalam membentuk toleransi beragama pada siswa. Persoalan yang dikaji adalah bagaimana siswa mengembangkan sikap toleransi terhadap beragam keyakinan, strategi guru untuk mengajarkan toleransi beragama, serta mengidentifikasi faktor-faktor yang mendukung dan menghambat dalam membentuk toleransi beragama pada siswa. Penelitian ini merupakan penelitian kualitatif. Sikap toleransi beragama di SMPN 03 Tungkal Ulu Provinsi Jambi telah mencapai tingkat yang baik, dengan adanya saling menghargai, mengayomi, dan menghormati perbedaan pendapat di antara individu-individu. Strategi guru PAI juga melibatkan dialog antar beragama ketika terjadi perbedaan keyakinan atau ketika siswa non-Islam mengikuti pelajaran PAI. Meskipun masih terdapat beberapa kendala, upaya yang dilakukan di SMPN 03 Tungkal Ulu Provinsi Jambi dalam membangun toleransi beragama cukup menggembirakan.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"2004 13","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to determine the competency of the art of reading the Koran in improving the recitation abilities of students at the Annajah Muaro Jambi Islamic Boarding School. The main problem studied in this research is how the process of competence in the art of reading the Al-Qur'an improves the recitation abilities of students at An-najah Islamic Boarding School. This research is qualitative field research. Meanwhile, the nature of the research in this study is descriptive. The research findings show that the Al-Qur'an reading art teacher at the An-Najah Muaro Jambi Islamic Boarding School already has quite good competence in the field of recitations. They also have a method known as the 'Jibril method' so that the teaching is easily digested by students, so teachers use it. An obstacle that teachers often encounter – especially in the beginning – is the diversity of students' conditions, resulting in difficulties for teachers in determining the learning models and strategies to be used. Artikel ini bertujuan untuk mengetahui kompetensi seni Baca Al-qur’an dalam meningkatkan kemampuan tilawah santri Pondok Pesantren Annajah Muaro Jambi. Permasalahan utama yang dikaji dalam penelitian ini adalah bagaimana proses kompetensi seni baca Al-Qur’an dalam meningkatkan kemampuan tilawah santri Pondok Pesantren An-najah. Penelitian ini merupakan penelitian kualitatif lapangan. Sedangkan sifat penelitian dalam penelitian ini adalah deskriptif. Temuan penelitian menunjukkan bahwa guru seni baca Al-qur’an di Pondok Pesantren An-Najah Muaro Jambi sudah memiliki kompetensi yang cukup bagus di bidang tilawah. Mereka juga memiliki metode yang dikenal sebagai ‘metode jibril’ sehingga pengajarannya mudah dicerna oleh santri, dengan begitu guru menggunakan. Kendala yang sering ditemui guru – khususnya pada awalnya – adalah keberagaman kondisi santri sehingga mengakibatkan kesulitan kesulitan bagi guru untuk menentukan model dan strategi pembelajaran yang di lakukan.
{"title":"Kompetensi Seni Baca Al-Qur’an dalam Meningkatkan Kemampuan Tilawah Santri di Pondok Pesantren an-Najah","authors":"Faiza Faiza","doi":"10.56436/jer.v2i1.213","DOIUrl":"https://doi.org/10.56436/jer.v2i1.213","url":null,"abstract":"This article aims to determine the competency of the art of reading the Koran in improving the recitation abilities of students at the Annajah Muaro Jambi Islamic Boarding School. The main problem studied in this research is how the process of competence in the art of reading the Al-Qur'an improves the recitation abilities of students at An-najah Islamic Boarding School. This research is qualitative field research. Meanwhile, the nature of the research in this study is descriptive. The research findings show that the Al-Qur'an reading art teacher at the An-Najah Muaro Jambi Islamic Boarding School already has quite good competence in the field of recitations. They also have a method known as the 'Jibril method' so that the teaching is easily digested by students, so teachers use it. An obstacle that teachers often encounter – especially in the beginning – is the diversity of students' conditions, resulting in difficulties for teachers in determining the learning models and strategies to be used. Artikel ini bertujuan untuk mengetahui kompetensi seni Baca Al-qur’an dalam meningkatkan kemampuan tilawah santri Pondok Pesantren Annajah Muaro Jambi. Permasalahan utama yang dikaji dalam penelitian ini adalah bagaimana proses kompetensi seni baca Al-Qur’an dalam meningkatkan kemampuan tilawah santri Pondok Pesantren An-najah. Penelitian ini merupakan penelitian kualitatif lapangan. Sedangkan sifat penelitian dalam penelitian ini adalah deskriptif. Temuan penelitian menunjukkan bahwa guru seni baca Al-qur’an di Pondok Pesantren An-Najah Muaro Jambi sudah memiliki kompetensi yang cukup bagus di bidang tilawah. Mereka juga memiliki metode yang dikenal sebagai ‘metode jibril’ sehingga pengajarannya mudah dicerna oleh santri, dengan begitu guru menggunakan. Kendala yang sering ditemui guru – khususnya pada awalnya – adalah keberagaman kondisi santri sehingga mengakibatkan kesulitan kesulitan bagi guru untuk menentukan model dan strategi pembelajaran yang di lakukan.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"40 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.1080/00220671.2023.2265881
Hitomi Kambara, Yu-Cheng Lin
AbstractThere is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner’s bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students’ reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read.Keywords: Cross-cultural researchreading motivationsociocultural factorsthe bioecological model of human development Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Factors impacting reading motivation: Insights from the bioecological model of human development","authors":"Hitomi Kambara, Yu-Cheng Lin","doi":"10.1080/00220671.2023.2265881","DOIUrl":"https://doi.org/10.1080/00220671.2023.2265881","url":null,"abstract":"AbstractThere is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner’s bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students’ reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read.Keywords: Cross-cultural researchreading motivationsociocultural factorsthe bioecological model of human development Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/00220671.2023.2265880
Mehmet Şen, Semra Sungur, Ceren Öztekin
Abstract Epistemological beliefs and argumentation are two important themes in science education, but research on the relationship between them is scarce. We treated epistemological beliefs in our study considering the cognitivist view of personal epistemology and included the justification, source, certainty, and development dimensions. We examined students’ engagement in argumentation by considering expositional comments, oppositional comments, information seeking, and co-construction of knowledge. Sixth-grade students participated in this study. We measured the students’ epistemological beliefs quantitatively before and after the argumentation activity to reveal any changes in their epistemological beliefs. We then used qualitative data to reveal how the students engaged in argumentation during whole-class discussions. Finally, we proposed possible connections between students’ epistemological beliefs and their engagement in argumentation. MANOVA results showed no significant change in students’ epistemological beliefs. Qualitative analyses revealed that students mainly used expositional comments during argumentation. Our findings suggested that the use of expositional comments can support the justification dimension of epistemological beliefs, but overuse of exposition can hinder other epistemological beliefs. Oppositional comments can feed the certainty and development dimensions of epistemological beliefs. Information-seeking can promote both the justification and source dimensions of epistemological beliefs. Finally, the use of co-construction of knowledge can improve both the justification and development dimensions of epistemological beliefs. The discussion and implication part addresses students’ epistemological beliefs, engagement in argumentation, and the connection between epistemological beliefs and argumentation.
{"title":"Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation","authors":"Mehmet Şen, Semra Sungur, Ceren Öztekin","doi":"10.1080/00220671.2023.2265880","DOIUrl":"https://doi.org/10.1080/00220671.2023.2265880","url":null,"abstract":"Abstract Epistemological beliefs and argumentation are two important themes in science education, but research on the relationship between them is scarce. We treated epistemological beliefs in our study considering the cognitivist view of personal epistemology and included the justification, source, certainty, and development dimensions. We examined students’ engagement in argumentation by considering expositional comments, oppositional comments, information seeking, and co-construction of knowledge. Sixth-grade students participated in this study. We measured the students’ epistemological beliefs quantitatively before and after the argumentation activity to reveal any changes in their epistemological beliefs. We then used qualitative data to reveal how the students engaged in argumentation during whole-class discussions. Finally, we proposed possible connections between students’ epistemological beliefs and their engagement in argumentation. MANOVA results showed no significant change in students’ epistemological beliefs. Qualitative analyses revealed that students mainly used expositional comments during argumentation. Our findings suggested that the use of expositional comments can support the justification dimension of epistemological beliefs, but overuse of exposition can hinder other epistemological beliefs. Oppositional comments can feed the certainty and development dimensions of epistemological beliefs. Information-seeking can promote both the justification and source dimensions of epistemological beliefs. Finally, the use of co-construction of knowledge can improve both the justification and development dimensions of epistemological beliefs. The discussion and implication part addresses students’ epistemological beliefs, engagement in argumentation, and the connection between epistemological beliefs and argumentation.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"35 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/00220671.2023.2251415
Kelly Boden, Eric Kuo, Timothy J. Nokes-Malach, Tanner Wallace, Muhsin Menekse
AbstractSelf-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivational factors are related, less work has examined them over time, during learning, and controlling for prior knowledge. The current study investigated the relations between these motivational constructs and procedural and conceptual problem-solving in middle school science. Sixth-grade science students’ self-efficacy and achievement goals were surveyed along with procedural and conceptual problem-solving before and after instruction. Results revealed students’ self-efficacy was positively correlated with both procedural and conceptual posttest performance. However, controlling for prior knowledge, self-efficacy only predicted conceptual performance. No relations were found between achievement goals and procedural or conceptual problem-solving. Additionally, results found that changes in mastery-approach goals were positively related to changes in self-efficacy beliefs.Keywords: Achievement goalsconceptualproblem solvingproceduralself-efficacy AcknowledgmentsPortions of these results were presented at the 2017 American Association of Physics Teachers Summer Meeting and the Physics Education Research Conference, the 58th Meeting of the Psychonomic Society, the 2018 NARST 91st International Annual Conference, and the 6th International Workshop on Advanced Learning Sciences. We thank Emily Wenz, Breanna Wallbaum, Morgan Endlein, and Quentin King-Shepard for their assistance in coding data.Ethical approvalThe described research was conducted in accordance with ethical standards, following a protocol approved by our Institutional Review Board.Notes1 Given reliability for pre-survey performance-approach and -avoidance was fairly low, a CFA for pre-survey achievement goal items was performed. Goodness-of-fit scores were in acceptable ranges. Supplementary Appendix A includes these analyses.2 To ensure students weren’t guessing on multiple choice items, the probability of guessing was calculated. Eight multiple choice items had 35 possible choices. A student guessing would be estimated to receive score of .23 (8/35). One-sample t-tests were conducted to test whether students’ means were significantly higher than .23. For both pre (M = .52) and posttest (M = .60), students’ means were significantly higher than .23 (p’s < .001), suggesting students were not merely guessing.3 Since changes in self-efficacy and achievement goals are mathematically constrained by their pre-level (i.e., higher levels of pre-self-efficacy mean higher gains are not possible), we included each motivational pre-level as covariates. ΔMAP remains the only significant variable. Supplementary Appendix C includes these analyses.Additional informationFundingThis research was supported b
摘要自我效能感和成就目标是两个被广泛研究的教育动机因素，并与许多学术成果有关。然而，人们对它们与不同类型的问题解决之间的关系知之甚少。此外，虽然先前的研究已经发现这些动机因素是相关的，但随着时间的推移，在学习过程中，以及对先前知识的控制，研究这些因素的工作较少。本研究旨在探讨这些动机构念与中学科学过程性和概念性问题解决的关系。对六年级理科学生的自我效能感和成就目标进行了调查，并对教学前后的程序性和概念性问题解决进行了调查。结果显示，学生的自我效能感与程序性和概念性后测表现均呈正相关。而在控制了先验知识后，自我效能感仅能预测概念绩效。没有发现成就目标和程序性或概念性问题解决之间的关系。此外，结果发现，掌握接近目标的变化与自我效能感信念的变化呈正相关。研究结果部分发表在2017年美国物理教师协会夏季会议和物理教育研究会议、第58届心理学会会议、2018年NARST第91届国际年会和第六届国际高级学习科学研讨会上。我们感谢Emily Wenz, Breanna Wallbaum, Morgan Endlein和Quentin King-Shepard在编码数据方面的帮助。伦理批准所描述的研究是按照伦理标准进行的，遵循我们的机构审查委员会批准的协议。注1考虑到调查前的绩效方法和回避的信度相当低，对调查前的成就目标项目进行了CFA。拟合优度得分在可接受的范围内。补充附录A包括这些分析为了确保学生不会在多项选择题中猜测，他们计算了猜测的概率。8个选择题有35个选项。猜测的学生将获得0.23分(8/35)。采用单样本t检验检验学生的均值是否显著高于0.23。对于前测试(M = .52)和后测试(M = .60)，学生的平均值显著高于0.23 (p < .001)，这表明学生不仅仅是猜测由于自我效能和成就目标的变化在数学上受到其前水平的限制(即，较高的前自我效能水平意味着不可能获得更高的收益)，我们将每个动机前水平作为协变量包括在内。ΔMAP仍然是唯一重要的变量。补充附录C包括这些分析。本研究由美国国家科学基金会DUE-1534829号拨款和James S. McDonnell基金会22020483号拨款支持。不应推断任何背书。
{"title":"Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning","authors":"Kelly Boden, Eric Kuo, Timothy J. Nokes-Malach, Tanner Wallace, Muhsin Menekse","doi":"10.1080/00220671.2023.2251415","DOIUrl":"https://doi.org/10.1080/00220671.2023.2251415","url":null,"abstract":"AbstractSelf-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivational factors are related, less work has examined them over time, during learning, and controlling for prior knowledge. The current study investigated the relations between these motivational constructs and procedural and conceptual problem-solving in middle school science. Sixth-grade science students’ self-efficacy and achievement goals were surveyed along with procedural and conceptual problem-solving before and after instruction. Results revealed students’ self-efficacy was positively correlated with both procedural and conceptual posttest performance. However, controlling for prior knowledge, self-efficacy only predicted conceptual performance. No relations were found between achievement goals and procedural or conceptual problem-solving. Additionally, results found that changes in mastery-approach goals were positively related to changes in self-efficacy beliefs.Keywords: Achievement goalsconceptualproblem solvingproceduralself-efficacy AcknowledgmentsPortions of these results were presented at the 2017 American Association of Physics Teachers Summer Meeting and the Physics Education Research Conference, the 58th Meeting of the Psychonomic Society, the 2018 NARST 91st International Annual Conference, and the 6th International Workshop on Advanced Learning Sciences. We thank Emily Wenz, Breanna Wallbaum, Morgan Endlein, and Quentin King-Shepard for their assistance in coding data.Ethical approvalThe described research was conducted in accordance with ethical standards, following a protocol approved by our Institutional Review Board.Notes1 Given reliability for pre-survey performance-approach and -avoidance was fairly low, a CFA for pre-survey achievement goal items was performed. Goodness-of-fit scores were in acceptable ranges. Supplementary Appendix A includes these analyses.2 To ensure students weren’t guessing on multiple choice items, the probability of guessing was calculated. Eight multiple choice items had 35 possible choices. A student guessing would be estimated to receive score of .23 (8/35). One-sample t-tests were conducted to test whether students’ means were significantly higher than .23. For both pre (M = .52) and posttest (M = .60), students’ means were significantly higher than .23 (p’s < .001), suggesting students were not merely guessing.3 Since changes in self-efficacy and achievement goals are mathematically constrained by their pre-level (i.e., higher levels of pre-self-efficacy mean higher gains are not possible), we included each motivational pre-level as covariates. ΔMAP remains the only significant variable. Supplementary Appendix C includes these analyses.Additional informationFundingThis research was supported b","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"16 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136311874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/00220671.2023.2269545
Sofie Henschel, Birgit Heppt, Ilonca Hardy
AbstractWe examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-related rather than a knowledge-related construct. Furthermore, science knowledge and science vocabulary predicted each other. By contrast, general academic vocabulary was only associated with science vocabulary but not with science knowledge acquisition. Neither science knowledge nor science vocabulary predicted general academic vocabulary at the end of the school year, suggesting it might be less sensitive to regular instruction.Keywords: Academic languageelementary schoolscience competencevocabulary Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. In line with the German regulations for conducting empirical studies in schools, our study was evaluated and approved by the ministries of education of the two participating federal states. This procedure covered scrutiny of all materials used in the study, such as cover letters to schools, teachers, students, and parents (including information on the voluntary nature of participation etc.), survey materials (questionnaires, tests, items, etc.), and procedures (e.g., for data protection and anonymization). Approval was provided by the Commission for Data Protection and Information Freedom of Berlin (Reg.-Nr. 40/2016) and Hesse (GWU-Nr. 578).Data availability statementData used in the present study are available from the Research Data Center of the Institute for Educational Quality Improvement (IQB) under the following DOI: https://doi.org/10.5159/IQB_ProSach_v1Additional informationFundingThis work was supported by the German Federal Ministry of Education and Research (BMBF) through Grant 01JI1602A, awarded to IQB at Humboldt-Universität zu Berlin, Germany and through Grant 01JI1602B awarded to Goethe University Frankfurt, Germany. The authors assume full responsibility for the content of the present publication.This work was funded by the Bundesministerium für Bildung und Forschung. Type Gapped Sentence (Topic Floating and Sinking)
摘要本文以388名德国三年级学生为研究对象，通过两个测量点考察了特定领域学术科学词汇、一般学术词汇和概念科学知识的结构及其相互影响。结果表明，这三种结构可以通过经验区分。科学词汇与一般学术词汇的高度潜在相关表明，科学词汇是一种与语言相关而非与知识相关的结构。科学知识与科学词汇相互预测。相比之下，一般学术词汇只与科学词汇相关，而与科学知识获取无关。科学知识和科学词汇都不能预测学年结束时的一般学术词汇，这表明它可能对常规教学不太敏感。关键词:学术语言小学科学能力词汇披露声明作者未发现潜在利益冲突。伦理批准在涉及人类参与者的研究中执行的所有程序都符合机构和/或国家研究委员会的伦理标准，以及1964年赫尔辛基宣言及其后来的修正案或类似的伦理标准。根据德国对学校进行实证研究的规定，我们的研究得到了两个参与联邦州教育部的评估和批准。该程序包括对研究中使用的所有材料的审查，例如给学校、教师、学生和家长的求职信(包括有关参与自愿性质的信息等)、调查材料(问卷、测试、项目等)和程序(例如数据保护和匿名化)。由柏林数据保护和信息自由委员会(注册-编号)批准。40/2016)和Hesse (GWU-Nr。578)。数据可用性声明本研究中使用的数据可从教育质量改进研究所(IQB)研究数据中心获得，DOI如下:这项工作得到了德国联邦教育和研究部(BMBF)的资助，资助项目为01JI1602A，资助项目为Humboldt-Universität zu Berlin的IQB，资助项目为01JI1602B，资助项目为法兰克福歌德大学。作者对本出版物的内容承担全部责任。这项工作是由德国联邦政府建设与发展基金会资助的。类型间隙句(话题浮动和下沉)
{"title":"Structure and associations of science vocabulary, general academic vocabulary, and science knowledge","authors":"Sofie Henschel, Birgit Heppt, Ilonca Hardy","doi":"10.1080/00220671.2023.2269545","DOIUrl":"https://doi.org/10.1080/00220671.2023.2269545","url":null,"abstract":"AbstractWe examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-related rather than a knowledge-related construct. Furthermore, science knowledge and science vocabulary predicted each other. By contrast, general academic vocabulary was only associated with science vocabulary but not with science knowledge acquisition. Neither science knowledge nor science vocabulary predicted general academic vocabulary at the end of the school year, suggesting it might be less sensitive to regular instruction.Keywords: Academic languageelementary schoolscience competencevocabulary Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. In line with the German regulations for conducting empirical studies in schools, our study was evaluated and approved by the ministries of education of the two participating federal states. This procedure covered scrutiny of all materials used in the study, such as cover letters to schools, teachers, students, and parents (including information on the voluntary nature of participation etc.), survey materials (questionnaires, tests, items, etc.), and procedures (e.g., for data protection and anonymization). Approval was provided by the Commission for Data Protection and Information Freedom of Berlin (Reg.-Nr. 40/2016) and Hesse (GWU-Nr. 578).Data availability statementData used in the present study are available from the Research Data Center of the Institute for Educational Quality Improvement (IQB) under the following DOI: https://doi.org/10.5159/IQB_ProSach_v1Additional informationFundingThis work was supported by the German Federal Ministry of Education and Research (BMBF) through Grant 01JI1602A, awarded to IQB at Humboldt-Universität zu Berlin, Germany and through Grant 01JI1602B awarded to Goethe University Frankfurt, Germany. The authors assume full responsibility for the content of the present publication.This work was funded by the Bundesministerium für Bildung und Forschung. Type Gapped Sentence (Topic Floating and Sinking)","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"264 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reveals the work of PAI teachers in efforts to shape the disciplined character of students at SMA 11 Negeri Jambi City. This article comes from qualitative descriptive research with data collection carried out by interviews, observation and documentation. The results of the research show that Islamic Religious Education Learning in Forming the Disciplined Character of Students at SMA 11 Negeri Jambi City is carried out by implementing a learning system of introduction, core and conclusion. The methods used vary greatly, but many still use the lecture method in teaching. Supporting factors in forming character include; First, the teacher factor. Second, holding extracurricular activities at school. Third, commemorate Islamic holidays. The inhibiting factors in the formation of disciplined character include; First, the students' attitude and discipline are not yet good. Second, low support or work from parents, Third, poor student interactions outside of school, fourth, weak student punishment. Teachers' efforts to shape students' disciplined character include; First, the teacher sets an exemplary example for students by arriving on time. Second, habituation, and third, punishment. Artikel ini mengungkap kiprah guru PAI dalam upaya membentuk karakter disiplin siswa di SMA 11 Negeri Kota Jambi. Artikel ini berasal dari penelitian deskriptif kualitatif dengan pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa Pembelajaran Pendidikan Agama Islam dalam Membentuk Karakter disiplin siswa di SMA 11 Negeri Kota Jambi dilakukan dengan menerapkan sistem pembelajaran dari pendahuluan, inti dan penutup. Metode yang di gunakan sangat bervariasi, tetapi masih banyak menggunakan metode ceramah dalam mengajar. Faktor pendukung dalam membentuk karakter antara lain; pertama, faktor guru. Kedua, mengadakan ekstrakulikukler di sekolah. Ketiga, mempringati hari besar Islam. Adapun faktor penghambat dalam pembentukan karakter disiplin antara lain; pertama, attitude dan kedisiplinan siswa yang belum baik. Kedua, rendahnya dukungan atau kerja orang tua, Ketiga, buruknya pergaulan siswa di luar sekolah, keempat lemahnya hukuman siswa. Upaya guru dalam membentuk karakter disiplin siswa antara lain; pertama, guru memberikan contoh keteladanan kepada peserta didik dengan datang tepat waktu. Kedua, pembiasaan, dan ketiga hukuman.
本文揭示了 PAI 教师为塑造占碑市 SMA 11 学生的纪律性所做的工作。本文通过访谈、观察和记录等方式收集数据，进行定性描述研究。研究结果表明，勿里占碑市第十一中学（SMA 11 Negeri Jambi City）在培养学生严谨品格方面的伊斯兰宗教教育学习是通过实施导入、核心和总结的学习系统来进行的。所采用的方法有很大差异，但许多仍采用讲授法进行教学。形成性格的支持因素包括：第一，教师因素。第二，在学校举办课外活动。第三，纪念伊斯兰节日。形成严谨品格的抑制因素包括：第一，学生的态度和纪律还不够好。第二，家长对学生的支持或付出少；第三，学生校外交往少；第四，对学生的惩罚不力。教师在塑造学生守纪品格方面的努力包括：第一，教师为学生树立模范榜样，按时到校。第二，习惯养成，第三，惩罚。本文揭示了 PAI 教师为塑造占碑市 SMA 11 学生的纪律性所做的工作。本文采用描述性定性研究方法，通过访谈、观察和记录来收集数据。研究结果表明，在塑造占碑市第十一中学学生严谨品格的过程中，伊斯兰宗教教育学习是通过实施从导入、核心到结束的学习系统来进行的。所使用的方法有很大差异，但仍大量使用讲授法进行教学。塑造学生性格的辅助因素包括：第一，教师因素。第二，在学校举办课外活动。第三，庆祝伊斯兰节日。纪律品德形成的抑制因素包括：第一，学生的态度和纪律不好。第二，家长的支持或工作不力；第三，学生在校外的社会化程度低；第四，对学生的惩罚不力。教师在塑造学生纪律品格方面的努力包括：第一，教师为学生提供模范榜样，按时到校。第二，习惯养成；第三，惩罚。
{"title":"Implementasi Pembelajaran Pendidikan Agama Islam Dalam Membentuk Karakter Disiplin Siswa Sekolah Menengah Atas","authors":"A. Sari","doi":"10.56436/jer.v2i1.212","DOIUrl":"https://doi.org/10.56436/jer.v2i1.212","url":null,"abstract":"This article reveals the work of PAI teachers in efforts to shape the disciplined character of students at SMA 11 Negeri Jambi City. This article comes from qualitative descriptive research with data collection carried out by interviews, observation and documentation. The results of the research show that Islamic Religious Education Learning in Forming the Disciplined Character of Students at SMA 11 Negeri Jambi City is carried out by implementing a learning system of introduction, core and conclusion. The methods used vary greatly, but many still use the lecture method in teaching. Supporting factors in forming character include; First, the teacher factor. Second, holding extracurricular activities at school. Third, commemorate Islamic holidays. The inhibiting factors in the formation of disciplined character include; First, the students' attitude and discipline are not yet good. Second, low support or work from parents, Third, poor student interactions outside of school, fourth, weak student punishment. Teachers' efforts to shape students' disciplined character include; First, the teacher sets an exemplary example for students by arriving on time. Second, habituation, and third, punishment. Artikel ini mengungkap kiprah guru PAI dalam upaya membentuk karakter disiplin siswa di SMA 11 Negeri Kota Jambi. Artikel ini berasal dari penelitian deskriptif kualitatif dengan pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa Pembelajaran Pendidikan Agama Islam dalam Membentuk Karakter disiplin siswa di SMA 11 Negeri Kota Jambi dilakukan dengan menerapkan sistem pembelajaran dari pendahuluan, inti dan penutup. Metode yang di gunakan sangat bervariasi, tetapi masih banyak menggunakan metode ceramah dalam mengajar. Faktor pendukung dalam membentuk karakter antara lain; pertama, faktor guru. Kedua, mengadakan ekstrakulikukler di sekolah. Ketiga, mempringati hari besar Islam. Adapun faktor penghambat dalam pembentukan karakter disiplin antara lain; pertama, attitude dan kedisiplinan siswa yang belum baik. Kedua, rendahnya dukungan atau kerja orang tua, Ketiga, buruknya pergaulan siswa di luar sekolah, keempat lemahnya hukuman siswa. Upaya guru dalam membentuk karakter disiplin siswa antara lain; pertama, guru memberikan contoh keteladanan kepada peserta didik dengan datang tepat waktu. Kedua, pembiasaan, dan ketiga hukuman.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"170 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139313344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/00220671.2023.2269529
Emel Çilingir Altiner, M. Cihangir Doğan
AbstractIn this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes.Keywords: Elementary school studentsmathematical thinkingmathematical thinking processvisual estimation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors would like to thank the Scientific and Technological Research Council of Turkey (TUBITAK, Project Code: 1649B031500067m) for their financial support.Notes on contributorsEmel Çilingir AltinerDr. Emel Çilingir Altıner (corresponding author) is a researcher in the Department of Elementary School Education, Çukurova University, Turkey. She teaches graduate courses in elementary school education for mathematics. She has published articles and book chapters on mathematics in elementary school education.M. Cihangir DoğanProf. Dr. M. Cihangir DOĞAN is a researcher in the Department of Elementary School Education, Marmara University, Turkey. He teaches graduate courses in elementary school education for sociology, mathematics in other disciplines at primary school level. He has published articles and book chapters on elementary school education.
{"title":"Do mathematical thinking processes influence visual estimation skills in students?","authors":"Emel Çilingir Altiner, M. Cihangir Doğan","doi":"10.1080/00220671.2023.2269529","DOIUrl":"https://doi.org/10.1080/00220671.2023.2269529","url":null,"abstract":"AbstractIn this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes.Keywords: Elementary school studentsmathematical thinkingmathematical thinking processvisual estimation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors would like to thank the Scientific and Technological Research Council of Turkey (TUBITAK, Project Code: 1649B031500067m) for their financial support.Notes on contributorsEmel Çilingir AltinerDr. Emel Çilingir Altıner (corresponding author) is a researcher in the Department of Elementary School Education, Çukurova University, Turkey. She teaches graduate courses in elementary school education for mathematics. She has published articles and book chapters on mathematics in elementary school education.M. Cihangir DoğanProf. Dr. M. Cihangir DOĞAN is a researcher in the Department of Elementary School Education, Marmara University, Turkey. He teaches graduate courses in elementary school education for sociology, mathematics in other disciplines at primary school level. He has published articles and book chapters on elementary school education.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/00220671.2023.2269533
Hande Aytemiz, Zeynep Çakmak Gürel
AbstractEmpirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.Keywords: Mathematical modeling competenciestechnology-based environmentvideo-based modeling task Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.
{"title":"Examining students’ mathematical modeling competences in video-based modeling tasks","authors":"Hande Aytemiz, Zeynep Çakmak Gürel","doi":"10.1080/00220671.2023.2269533","DOIUrl":"https://doi.org/10.1080/00220671.2023.2269533","url":null,"abstract":"AbstractEmpirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.Keywords: Mathematical modeling competenciestechnology-based environmentvideo-based modeling task Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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