Itiha Oswald Mwachande, J. Lukindo, Evaristo Andreas Mtitu
This study examined ways through which social science curricula implementation can be employed in enhancing students' acquisition of life skills in community secondary schools of Mbeya region in Tanzania. The study was guided by an objective that aimed to examine ways in which the implementation of social science curricula can enhance students' acquisition of life skills. The study employed an interpretivism research philosophy, interpretivist qualitative research approach and a case study research design. This study had 50 participants in total, including 10 heads of community secondary schools, 20 social science subject teachers and 20 head prefects from selected community secondary schools. Data were gathered using observation and focus group discussion. The study findings were analysed through transcribing field results as acquired by equipment, sorting and synthesizing data into categories and developing themes. The study results found theoretical implementation of social science curricula which does not match with the students' acquisition of life skills. The study concludes that the social science implementation is done through stakeholders like Ministry of education, Science and Technology, teachers, students, parents, education officers and school quality assurance officers to mention a few. The implementation is lacking students' acquisition of life skills. The curricula implementation was found to have no relationship between social science curricula and students acquisition of life skills.
{"title":"Examining Ways of Social Science Curricula on Students' Life Skill Acquisition in Secondary Schools of Mbeya Region","authors":"Itiha Oswald Mwachande, J. Lukindo, Evaristo Andreas Mtitu","doi":"10.37256/ser.5120244076","DOIUrl":"https://doi.org/10.37256/ser.5120244076","url":null,"abstract":"This study examined ways through which social science curricula implementation can be employed in enhancing students' acquisition of life skills in community secondary schools of Mbeya region in Tanzania. The study was guided by an objective that aimed to examine ways in which the implementation of social science curricula can enhance students' acquisition of life skills. The study employed an interpretivism research philosophy, interpretivist qualitative research approach and a case study research design. This study had 50 participants in total, including 10 heads of community secondary schools, 20 social science subject teachers and 20 head prefects from selected community secondary schools. Data were gathered using observation and focus group discussion. The study findings were analysed through transcribing field results as acquired by equipment, sorting and synthesizing data into categories and developing themes. The study results found theoretical implementation of social science curricula which does not match with the students' acquisition of life skills. The study concludes that the social science implementation is done through stakeholders like Ministry of education, Science and Technology, teachers, students, parents, education officers and school quality assurance officers to mention a few. The implementation is lacking students' acquisition of life skills. The curricula implementation was found to have no relationship between social science curricula and students acquisition of life skills.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140220772","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 paper examines the complex role of English within the context of Kuwait's higher education. The role of English as a mediator between Kuwait and the Western world has catalyzed the rise of institutions offering 'American-style' education across the region, leading to the proliferation of courses delivered in English as a Medium of Instruction (EMI). Such institutions have adopted a monolingual policy with the intention of enhancing students' career opportunities through proficiency in English. At the same time, an 'English only' discourse seems to negatively affect local knowledge, language, and culture, leading to their marginalization. This study highlights the tensions between the global appeal of English for job market readiness and the local cultural and linguistic realities that are marginalized by an English-medium instructional policy. The article sets out to examine the dominant monolingual discourse at the English Preparatory Program (EPP) at one university in Kuwait, henceforth referred to as 'the university' . The study identifies several concerns, including the impact of globalization in promoting the misguided belief in English as the sole avenue to success, the cultural and linguistic disconnect in the curriculum, and the inadequacy of westernized teaching approaches. By drawing on theories of postmodernism and postcolonialism, this paper proposes strategies to disrupt colonial and neo-colonial frameworks within the EPP and suggests a more balanced approach to English language teaching that values both global and local perspectives.
{"title":"Re-thinking the Future of the English Preparatory Program in the Context of Higher Education in Kuwait","authors":"Natalia Wright","doi":"10.37256/ser.5120244172","DOIUrl":"https://doi.org/10.37256/ser.5120244172","url":null,"abstract":"This paper examines the complex role of English within the context of Kuwait's higher education. The role of English as a mediator between Kuwait and the Western world has catalyzed the rise of institutions offering 'American-style' education across the region, leading to the proliferation of courses delivered in English as a Medium of Instruction (EMI). Such institutions have adopted a monolingual policy with the intention of enhancing students' career opportunities through proficiency in English. At the same time, an 'English only' discourse seems to negatively affect local knowledge, language, and culture, leading to their marginalization. This study highlights the tensions between the global appeal of English for job market readiness and the local cultural and linguistic realities that are marginalized by an English-medium instructional policy. The article sets out to examine the dominant monolingual discourse at the English Preparatory Program (EPP) at one university in Kuwait, henceforth referred to as 'the university' . The study identifies several concerns, including the impact of globalization in promoting the misguided belief in English as the sole avenue to success, the cultural and linguistic disconnect in the curriculum, and the inadequacy of westernized teaching approaches. By drawing on theories of postmodernism and postcolonialism, this paper proposes strategies to disrupt colonial and neo-colonial frameworks within the EPP and suggests a more balanced approach to English language teaching that values both global and local perspectives.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222309","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 research innovatively combines culture-based Culture-STEAM (C-STEAM) with Reverse Engineering pedagogy, aiming to explore the effectiveness of C-STEAM Reverse Engineering Teaching Mode on students’ Creative Thinking, Cultural Competence and Engineering Thinking. The study was conducted in an STEAM course of 90 undergraduate students major in Educational Technology. Based on the observation of the pilot study (Study 1), we refined the research design and accessed its efficacy through quasi-experimental design in the formal study (Study2). The results indicate that the experimental group outperformed the control group in aspects of Creative Thinking. Such as the Rationality, Concreteness, Generate Precise Ideas and Improve Idea. Both the experimental and control groups exhibited significant improvement in terms of the Value, Accuracy, and Logicality of Creative Thinking, overall Cultural Competence, Cultural Understanding, Cultural Identity, and Engineering Thinking. However, the two groups of students did not show significant progress in Generate Diverse Ideas, Flexibility and Evaluate Idea within Creative Thinking, as well as Cultural Practice within Cultural Competence. The study underscores the value of the C-STEAM Reverse Engineering Teaching Mode, particularly in enhancing students’ Creative Thinking, Cultural Competence, and Engineering Thinking, which provides a reference example for teachers to cultivate students’ ability. This study makes up for the gaps in C-STEAM related teaching mode innovation and explores possible directions for the future development of STEAM education. Nevertheless, it necessitates further refinement exploration of its internal mechanism.
{"title":"Exploring the Effectiveness of Reverse Engineering Pedagogy in a Culture-Oriented STEAM Course: from Heritage to Creativity","authors":"Zhihua Lin, Zehui Zhan, Huajun Zhang","doi":"10.37256/ser.5120243559","DOIUrl":"https://doi.org/10.37256/ser.5120243559","url":null,"abstract":"This research innovatively combines culture-based Culture-STEAM (C-STEAM) with Reverse Engineering pedagogy, aiming to explore the effectiveness of C-STEAM Reverse Engineering Teaching Mode on students’ Creative Thinking, Cultural Competence and Engineering Thinking. The study was conducted in an STEAM course of 90 undergraduate students major in Educational Technology. Based on the observation of the pilot study (Study 1), we refined the research design and accessed its efficacy through quasi-experimental design in the formal study (Study2). The results indicate that the experimental group outperformed the control group in aspects of Creative Thinking. Such as the Rationality, Concreteness, Generate Precise Ideas and Improve Idea. Both the experimental and control groups exhibited significant improvement in terms of the Value, Accuracy, and Logicality of Creative Thinking, overall Cultural Competence, Cultural Understanding, Cultural Identity, and Engineering Thinking. However, the two groups of students did not show significant progress in Generate Diverse Ideas, Flexibility and Evaluate Idea within Creative Thinking, as well as Cultural Practice within Cultural Competence. The study underscores the value of the C-STEAM Reverse Engineering Teaching Mode, particularly in enhancing students’ Creative Thinking, Cultural Competence, and Engineering Thinking, which provides a reference example for teachers to cultivate students’ ability. This study makes up for the gaps in C-STEAM related teaching mode innovation and explores possible directions for the future development of STEAM education. Nevertheless, it necessitates further refinement exploration of its internal mechanism.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"55 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140230356","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 the present study was to investigate the multiple roles of social-emotional skills in the educational, psychological, and social outcomes of Chinese primary and secondary students, using an ordinary least squares (OLS) regression method based on the 2019 Survey on Social and Emotional Skills (SSES) data. A two-stage stratified probability sampling design (sampling schools at the first stage and students at the second stage) was administered to gain a representative sample, and the final sample contained 7,141 participants across both 10-year-old and 15-year-old cohorts. The results indicated that task performance, collaboration, and engaging with others are stronger contributors to student educational outcomes than emotional regulation and open-mindedness; that emotional regulation and collaboration are stronger contributors to student psychological outcomes than task performance, open-mindedness, and engaging with others; and that emotional regulation, collaboration, and engaging with others are stronger contributors to student social outcomes than task performance and open-mindedness. Generally, open-mindedness embodied a relatively weaker effect on student educational, psychological, and social outcomes. The findings suggest that social-emotional skills function differently across student educational, psychological, and social outcomes, which may provide some effective guidance to proceed with social-emotional education in Chinese primary and secondary schools.
{"title":"The Multiple Roles of Social-Emotional Skills in Student Educational, Psychological, and Social Outcomes: An Empirical Study from China","authors":"Jinpeng Niu","doi":"10.37256/ser.5120243650","DOIUrl":"https://doi.org/10.37256/ser.5120243650","url":null,"abstract":"The aim of the present study was to investigate the multiple roles of social-emotional skills in the educational, psychological, and social outcomes of Chinese primary and secondary students, using an ordinary least squares (OLS) regression method based on the 2019 Survey on Social and Emotional Skills (SSES) data. A two-stage stratified probability sampling design (sampling schools at the first stage and students at the second stage) was administered to gain a representative sample, and the final sample contained 7,141 participants across both 10-year-old and 15-year-old cohorts. The results indicated that task performance, collaboration, and engaging with others are stronger contributors to student educational outcomes than emotional regulation and open-mindedness; that emotional regulation and collaboration are stronger contributors to student psychological outcomes than task performance, open-mindedness, and engaging with others; and that emotional regulation, collaboration, and engaging with others are stronger contributors to student social outcomes than task performance and open-mindedness. Generally, open-mindedness embodied a relatively weaker effect on student educational, psychological, and social outcomes. The findings suggest that social-emotional skills function differently across student educational, psychological, and social outcomes, which may provide some effective guidance to proceed with social-emotional education in Chinese primary and secondary schools.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"45 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140464464","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}
As digital learning increases globally, the use of evidence-based practices to create community and foster engagement is meaningful for higher education learners. Higher education students in digital formats have identified a lack of engagement and community in their courses. As more instruction moves to digital formats, research demonstrates the use of polls as a strategy based in increasing active learning, resulting in positive outcomes for students and to support student needs. As heterogeneous students are enrolling in online coursework, it is imperative that inclusive teaching strategies are employed. Utilizing this strategy in online coursework would benefit diverse higher education students in academic outcomes, experience and application.
{"title":"Supporting Higher Education Students Through Polls in Inclusive Digital Formats","authors":"Melissa Beck Wells","doi":"10.37256/ser.5120243858","DOIUrl":"https://doi.org/10.37256/ser.5120243858","url":null,"abstract":"As digital learning increases globally, the use of evidence-based practices to create community and foster engagement is meaningful for higher education learners. Higher education students in digital formats have identified a lack of engagement and community in their courses. As more instruction moves to digital formats, research demonstrates the use of polls as a strategy based in increasing active learning, resulting in positive outcomes for students and to support student needs. As heterogeneous students are enrolling in online coursework, it is imperative that inclusive teaching strategies are employed. Utilizing this strategy in online coursework would benefit diverse higher education students in academic outcomes, experience and application.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140494141","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}
Chatbots in language education demonstrate promising potential. This study identifies their developmental paths, recent designs, and primary application contexts through a bibliometric and visualization analysis. We find that artificial intelligence chatbots in language education have gained avid interest in recent years due to technological advancements and growing social attention. Research demonstrates an interdisciplinary trend, and integrating various technologies has improved chatbot effectiveness in education. This study identifies popular research issues on chatbots in language education, such as students’ perceptions, effectiveness evaluation, and technological upgrades. Additionally, we find various roles and functions of chatbots in specific language education domains characterized by learning content, strategies, and contexts. This study establishes its significance by summarizing and discussing the effects of artificial intelligence chatbots from a language education perspective. We propose a model for chatbot applications and research in language education that connects technological and pedagogical aspects, which can be extended and validated to broaden future research empirically.
{"title":"A Bibliometric Analysis of Artificial Intelligence Chatbots in Language Education","authors":"Wenting Liu, Yupeng Lin, Zhonggen Yu","doi":"10.37256/ser.5120243372","DOIUrl":"https://doi.org/10.37256/ser.5120243372","url":null,"abstract":"Chatbots in language education demonstrate promising potential. This study identifies their developmental paths, recent designs, and primary application contexts through a bibliometric and visualization analysis. We find that artificial intelligence chatbots in language education have gained avid interest in recent years due to technological advancements and growing social attention. Research demonstrates an interdisciplinary trend, and integrating various technologies has improved chatbot effectiveness in education. This study identifies popular research issues on chatbots in language education, such as students’ perceptions, effectiveness evaluation, and technological upgrades. Additionally, we find various roles and functions of chatbots in specific language education domains characterized by learning content, strategies, and contexts. This study establishes its significance by summarizing and discussing the effects of artificial intelligence chatbots from a language education perspective. We propose a model for chatbot applications and research in language education that connects technological and pedagogical aspects, which can be extended and validated to broaden future research empirically.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"19 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596374","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}
F. Orji, Ifeanyi Francis Ikedimma, Mercy Obianuju Nwogbo
The study looked into the perceived effect of monetary policy measures on internally generated revenue (IGR) and funding of universities in Nigeria. Ex post facto design was adopted for the study. Two hypotheses were tested at 0.05 alpha level. The sample size of 60 was drawn the through multistage procedure. A researcher’s developed instrument, 'Effect of Monetary Policy Measures on IGR and Funding of Universities Questionnaire (MPMIGRFUQ)' was used to collect data. The Cronbach Alpha method, with the coefficient of 0.92 was used to ascertain the reliability of the instrument. T-test was adopted for analysis and testing of the hypotheses. It was found that the mean ratings of male and female lecturers of banking and finance lecturers with regard to the effect of monetary policy measures on IGR and funding of universities did not differ significantly. The study recommended among others opinions that more researches through primary data should be carried out beyond the scope of opinions of banking and finance lecturers, by involving respondents from different walks of life, for more inclusive and reliable outcomes.
{"title":"Perceived Effect of Monetary Policy Measures on Internally Generated Revenue (IGR) and Funding of Universities in Nigeria","authors":"F. Orji, Ifeanyi Francis Ikedimma, Mercy Obianuju Nwogbo","doi":"10.37256/ser.5120243657","DOIUrl":"https://doi.org/10.37256/ser.5120243657","url":null,"abstract":"The study looked into the perceived effect of monetary policy measures on internally generated revenue (IGR) and funding of universities in Nigeria. Ex post facto design was adopted for the study. Two hypotheses were tested at 0.05 alpha level. The sample size of 60 was drawn the through multistage procedure. A researcher’s developed instrument, 'Effect of Monetary Policy Measures on IGR and Funding of Universities Questionnaire (MPMIGRFUQ)' was used to collect data. The Cronbach Alpha method, with the coefficient of 0.92 was used to ascertain the reliability of the instrument. T-test was adopted for analysis and testing of the hypotheses. It was found that the mean ratings of male and female lecturers of banking and finance lecturers with regard to the effect of monetary policy measures on IGR and funding of universities did not differ significantly. The study recommended among others opinions that more researches through primary data should be carried out beyond the scope of opinions of banking and finance lecturers, by involving respondents from different walks of life, for more inclusive and reliable outcomes.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"70 s287","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146026","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}
Although improving students' learning is a universal objective, assessment and evaluation of learning differ among academic institutions and scholars. Instead of focusing on traditional measures of what the instructor or institution consider improvement or success, this study measured students' mindset shifts and perception of online formative assessments that allow multiple revisions and resubmissions. Using various questionnaires to measure perception and mindset, the findings showed that, allowing students to revise assignments: 1) yielded a student perception of improved learning, 2) prompted students to review the material prior to resubmission, and 3) increased growth mindset of students who initially had a fixed mindset. While this treatment helped shift the mindset of students with fixed mindset towards a growth mindset, it did not have a similar impact on students who already had a growth mindset prior to the treatment. Future iterations of the study will aim to identify reasons why students are not impacted the in same way and explore other methods that can increase confidence and growth mindset for everyone.
{"title":"Increasing Students' Growth Mindset and Learning Perception by Allowing Online Revision and Resubmission in a Community College","authors":"Dorina Tila, Dawn Levy","doi":"10.37256/ser.5120243499","DOIUrl":"https://doi.org/10.37256/ser.5120243499","url":null,"abstract":"Although improving students' learning is a universal objective, assessment and evaluation of learning differ among academic institutions and scholars. Instead of focusing on traditional measures of what the instructor or institution consider improvement or success, this study measured students' mindset shifts and perception of online formative assessments that allow multiple revisions and resubmissions. Using various questionnaires to measure perception and mindset, the findings showed that, allowing students to revise assignments: 1) yielded a student perception of improved learning, 2) prompted students to review the material prior to resubmission, and 3) increased growth mindset of students who initially had a fixed mindset. While this treatment helped shift the mindset of students with fixed mindset towards a growth mindset, it did not have a similar impact on students who already had a growth mindset prior to the treatment. Future iterations of the study will aim to identify reasons why students are not impacted the in same way and explore other methods that can increase confidence and growth mindset for everyone.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139183704","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 COVID-19 pandemic has imposed various restrictions and challenges to college students in China, significantly impacting their academic pursuits and daily lives. Particularly, it has had a profound impact on the employment prospects of Chinese college students. This qualitative study employs narrative inquiry to investigate the experiences of 15 college students from reputable universities who exhibit characteristics associated with the sang mentality. These participants share stories of academic failures and challenges in their family lives. They refer to themselves as lame ducks and identify as predominantly coming from small towns and having an exclusive focus on exam-oriented performance. The study reveals that the sang mentality primarily arises from the diminishing status of educational elitism, the increasing tendency towards class stratification in higher education, and the emergence of the Internet-based sang youth subculture.
{"title":"“I'm One of the Lame Ducks”-A Narrative Inquiry of the Sang Mentality of Elite Chinese University Students in the Crisis of COVID-19 Pandemic","authors":"Lina Sun","doi":"10.37256/ser.5120242441","DOIUrl":"https://doi.org/10.37256/ser.5120242441","url":null,"abstract":"The COVID-19 pandemic has imposed various restrictions and challenges to college students in China, significantly impacting their academic pursuits and daily lives. Particularly, it has had a profound impact on the employment prospects of Chinese college students. This qualitative study employs narrative inquiry to investigate the experiences of 15 college students from reputable universities who exhibit characteristics associated with the sang mentality. These participants share stories of academic failures and challenges in their family lives. They refer to themselves as lame ducks and identify as predominantly coming from small towns and having an exclusive focus on exam-oriented performance. The study reveals that the sang mentality primarily arises from the diminishing status of educational elitism, the increasing tendency towards class stratification in higher education, and the emergence of the Internet-based sang youth subculture.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"147 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139183491","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}
Mathematics serves as a universal language and set of thinking tools for science. While prior research indicates associations between academic success in mathematics and science, there is a gap in the research that explores the possible relationship between mathematical achievement during early secondary school (ages 11-13) and subsequent participation in advanced science courses during senior secondary school (beyond age 16). This research is valuable because it could provide further insights into how early achievement in non-science subjects is related to senior participation in science. The analysis of national mathematics test data found that students who studied different science subjects in senior secondary school all had stronger foundational mathematical skills than those who did not. The results differed according to science subjects. The analysis indicated differences of over 7.2 months of equivalent learning at early secondary level in favour of those who studied physics, 6.1 months for those who studied chemistry and 2.5 months for biology. I apply a Bourdieusian lens as a way of explaining students’ conversion of mathematical achievement into participation as a form of science capital. These findings add empirical weight to previous research promoting mathematics as a crucial foundation for science learning. This research has implications for policies and practices that promote learning in mathematics and science pathways.
{"title":"A Bourdieusian Analysis of the Conversion Between Mathematical Achievement and Science Capital","authors":"Grant Cooper","doi":"10.37256/ser.5120243177","DOIUrl":"https://doi.org/10.37256/ser.5120243177","url":null,"abstract":"Mathematics serves as a universal language and set of thinking tools for science. While prior research indicates associations between academic success in mathematics and science, there is a gap in the research that explores the possible relationship between mathematical achievement during early secondary school (ages 11-13) and subsequent participation in advanced science courses during senior secondary school (beyond age 16). This research is valuable because it could provide further insights into how early achievement in non-science subjects is related to senior participation in science. The analysis of national mathematics test data found that students who studied different science subjects in senior secondary school all had stronger foundational mathematical skills than those who did not. The results differed according to science subjects. The analysis indicated differences of over 7.2 months of equivalent learning at early secondary level in favour of those who studied physics, 6.1 months for those who studied chemistry and 2.5 months for biology. I apply a Bourdieusian lens as a way of explaining students’ conversion of mathematical achievement into participation as a form of science capital. These findings add empirical weight to previous research promoting mathematics as a crucial foundation for science learning. This research has implications for policies and practices that promote learning in mathematics and science pathways.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243165","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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