Student Teachers’ Knowledge About Chemical Representations
2015-09-09 03:00:00 AM
Abstract
Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers’ knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to the education in school and university contribute to inter-individual differences. Using a quantitative cross-sectional design, 322 students from 12 German universities in different stages of their university education were tested with the Chemical Representations Inventory (CRI, Taskin, Bernholt, & Parchmann, 2015). In addition, a short questionnaire was administered containing demographic data and possible factors that could have an effect on students’ success in solving the items of the inventory. The data was analyzed by using Rasch modeling. The results show that student teachers’ knowledge about chemical representations is quite low, with an average of students’ total achievement of 50 % in the corresponding inventory on chemical representations. A multivariate linear model revealed that passing exam(s) in organic chemistry at university, the grade of school leaving certificate, gender as well as studying chemistry in upper secondary school on basic and advanced levels are significant predictors of student teachers’ knowledge. In total, these predictors are able to explain 30.3 % of the variance in the test results. The dominance of school-related variables in the regression analysis indicates that school education seems to be still important after several years of studying and is not equalized by education at university.Girls’ and Boys’ Academic Self-Concept in Science in Single-Sex and Coeducational Classes
2015-09-08 03:00:00 AM
Abstract
Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents’ attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students’ enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms.Understanding Linear Function: a Comparison of Selected Textbooks from England and Shanghai
2015-09-08 03:00:00 AM
Abstract
This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbook were analysed with regards to the understanding required for pure mathematics knowledge in linear function. Understanding was defined as being at five levels: Dependent Relationship, Connecting Representations, Local Properties Noticing, Object Analysis and Inventising. These levels were developed by examining the most prominent theories from the existing literature on understanding function. Findings suggested that the English textbooks constrained the structural aspect of understanding linear function due to a point-to-point view of function, while the Shanghai textbook which focussed on a variable view of function overemphasised the algebraic approach. The discussion explored the drawbacks to each approach and what teachers or textbook writers could do to balance these two approaches in order to facilitate students’ understanding towards a structural view of linear function.Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities
2015-09-08 03:00:00 AM
Abstract
Prior graphing research has demonstrated that clinical interviews and free-response instruments produce very different results than multiple-choice instruments, indicating potential validity problems when using multiple-choice instruments to assess graphing skills (Berg & Smith in Science Education, 78(6), 527–554, 1994). Extending this inquiry, we studied whether empirically derived, participant-generated graphs used as choices on the multiple-choice graphing instrument produced results that corresponded to participants’ responses on free-response instruments. The 5 – 8 choices on the multiple-choice instrument came from graphs drawn by 770 participants from prior research on graphing (Berg, 1989; Berg & Phillips in Journal of Research in Science Teaching, 31(4), 323–344, 1994; Berg & Smith in Science Education, 78(6), 527–554, 1994). Statistical analysis of the 736 7th – 12th grade participants indicate that the empirically derived multiple-choice format still produced significantly more “picture-of-the-event” responses than did the free-response format for all three graphing questions. For two of the questions, participants who drew graphs on the free-response instruments produced significantly more correct responses than those who answered multiple-choice items. In addition, participants having “low classroom performance” were affected more significantly and negatively by the multiple-choice format than participants having “medium” or “high classroom performance.” In some cases, prior research indicating the prevalence of “picture-of-the-event” and graphing treatment effects may be spurious results, a product of the multiple-choice item format and not a valid measure of graphing abilities. We also examined how including a picture of the scenario on the instrument versus only a written description affected responses and whether asking participants to add marker points to their constructed or chosen graph would overcome the short-circuited thinking that multiple-choice items seem to produce.Kuwaiti Science Teachers’ Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction
2015-09-07 03:00:00 AM
Abstract
To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers’ intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen’s (1985) theory of planned behaviour—the Science Adoption Model—was used to study Kuwaiti science teachers’ beliefs. Four hundred and ninety-six teachers from all the government primary schools in Kuwait completed a questionnaire. The data were analysed using the Statistical Package for the Social Sciences (SPSS) to statistically examine the relationships among the constructs of the model. It was found that teachers’ attitudes towards using inquiry-based instruction significantly predicted their capacity to create and deliver inquiry-based lessons. Although Kuwaiti science teachers held positive beliefs about the implementation of inquiry-based instruction, many factors limited their use of this approach in their science classroom. One clear implication from this study is that educators need to overtly consider teachers’ beliefs as inquiry-based instruction reform is implemented.High School Girls’ Interpretations of Science Graphs: Exploring Complex Visual and Natural Language Hybrid Text
2015-09-07 03:00:00 AM
Abstract
Science communication, as a hybrid, involves the concomitant reading of graphical representations and natural language. A scientifically literate individual should be able to make sense of both sites of information in relation to one another. In this paper, we explore the ability of 61 students from a highly rated, all-girls Catholic School to make sense of inconsistent graphical and textual data and examine their interpretations within 3 distinct settings: individually on a paper assessment, in a one-to-one interview with the researchers, and through classroom conversation. This study indicates that (1) sense-making was difficult for even advanced students and (2) different interpretations of text evolved within each of the 3 settings. Many students initially privileged natural language over the data represented on the graph and sought ways to explain how the incorrect description could somehow be construed as accurate. Although these students could successfully complete school assignments related to graphs, their skills in reading authentic, real-world science communication was limited. We recommend that teachers invite discussion of various semiotic forms rather than scaffold for correctness. Students have learned to do schoolwork, but they are much less able to engage critically in real-world science.Relationships Between Student Perception of Teacher-Student Relations and PISA Results in Mathematics and Science
2015-09-03 03:00:00 AM
Abstract
Teacher-student relations have a significant correlation with student motivation, academic performance and discipline. For example, the meta-analysis by Hattie (2009) revealed an effect size of d = 0.72 for the effect of relations on achievement, and the meta-analysis by Finn, Schrodt, Witt, Elledge, Jernberg & Larson (Communication Education, 58(4), 516–537, 2009) showed a correlation of 0.55 between the perceived care by teachers and student achievement. These were established by comparing students, but comparisons of schools or countries with high or low levels of teacher-student relations are missing. The present paper analyses the correlation between teacher-student relations and Programme for International Student Assessment (PISA) 2009 results in science and mathematics on three levels: student, school and country level. The study shows a weak positive relationship (correlations up to 0.16) at the student level, and a positive relationship (up to 0.34) at school level. The multilevel analysis revealed a negative relationship between teacher-student relations and PISA results (r = −.51) at the country level. To understand the negative relationship, also known as an ecological fallacy, the countries were grouped into geographical regions in which the relationship was insignificant and the positive effect of teacher-student relations was found by comparing with some neighboring countries. Implications for practice and further studies are proposed on the basis of these findings.An Investigation of Pre-service Middle School Mathematics Teachers’ Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments
2015-08-25 03:00:00 AM
Abstract
The purposes of this study are to investigate Turkish pre-service middle school mathematics teachers’ ability in conducting valid proofs for statements regarding numbers and algebra in terms of their year of enrollment in a teacher education program, to determine the proof methods used in their valid proofs, and to examine the reasons for their invalid arguments. A proof questionnaire containing three proof statements was administered to 115 pre-service middle school mathematics teachers in a large state university in Ankara, Turkey. The results showed that more than half of the pre-service teachers were able to conduct valid proofs for the given statements. In terms of year levels, it was seen that the seniors were the least successful group in conducting valid proofs for each statement. When pre-service teachers’ valid proofs were analyzed, it was concluded that mathematical induction and direct proof were the mostly used methods for the given statements. When pre-service teachers’ invalid arguments were analyzed, it was seen that “inserting numbers to verify the given statement” and “rewriting the givens in the statement” were the common reasons for stating invalid arguments.Prospective Middle School Mathematics Teachers’ Covariational Reasoning for Interpreting Dynamic Events During Peer Interactions
2015-08-25 03:00:00 AM
Abstract
This study investigated the covariational reasoning abilities of prospective middle school mathematics teachers in a task about dynamic functional events involving two simultaneously changing quantities in an individual process and also in a peer interaction process. The focus was the ways in which prospective teachers’ covariational reasoning abilities re-emerge in the peer interaction process in excess of their covariational reasoning. The data sources were taken from the individual written responses of prospective teachers, transcripts of individual comments, and transcripts of conversations in pairs. The data were analyzed for prospective teachers in terms of the cognitive and interactive aspects of individual behavior and also interaction. The findings revealed that prospective teachers at different levels working in pairs benefited from the process in terms of developing an awareness of their own individual and also a pair’s understanding of covarying quantities. Furthermore, the prospective teachers had opportunities to develop their knowledge on the connection between variables, rate of change, and slope. The prospective teachers’ work in pairs provided salient explanations for their reasoning about the task superior to their individual responses.Relationship Among Students’ Problem-Solving Attitude, Perceived Value, Behavioral Attitude, and Intention to Participate in a Science and Technology Contest
2015-08-25 03:00:00 AM
Abstract
The strong humanistic and ethics-oriented philosophy of Confucianism tends to lead people influenced by these principles to undervalue the importance of hands-on practice and creativity in education. GreenMech, a science and technology contest, was implemented to encourage real-world, hands-on problem solving in an attempt to mitigate this effect. The self-reported attitudes, values, and intentions of 684 GreenMech participants from elementary, junior high, and senior high schools in Taiwan were subjected to confirmatory analysis with structural equation modeling to test the hypothesized model. The research findings revealed that the students’ problem-solving attitude is positively correlated to their perception of their own knowledge enrichment and thinking-skill enhancement as a result of participating in GreenMech. The findings also suggest that these perceived advantages positively influenced the intention to participate in future contests. This indicates that a highly competitive contest can be used to promote awareness of opportunities, which may enhance thinking skills and enrich knowledge.Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment
2015-08-04 03:00:00 AM
Abstract
A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers’ (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning Approaches Scale was administered to the preservice science teachers to determine if they used an in-depth, superficial, or strategic approach. These data were analyzed using non-parametric statistics. The effect of virtual laboratory practices on these preservice teachers’ graphic comprehension and interpretation skills was evaluated, and a significant pretest–posttest gain for “Selecting the graphic related to the explanation of movement” was found. Suggestions are made to address the effects of teaching models and technology-integrated learning environments on students’ learning approach in science courses at different levels of education.DUAL TREATMENTS AS STARTING POINT FOR INTEGRATIVE PERCEPTIONS IN TEACHING MATHEMATICS
2015-08-01 03:00:00 AM
Abstract
In this paper, we recommend mathematical teaching through dual treatments. The dual treatments notion, classified in dual interpretations, dual analyses, dual solutions, and dual formulations, is explained through concrete examples taken from mathematical textbooks of elementary education. Dual treatments provide opportunities for creating different points of view on a mathematical situation and thus developing the integrative perceptions of the students. Teaching through dual treatments for integrative perceptions formation was evaluated during the 2010–2011 and 2011–2012 academic school year periods. Data were evaluated using ANOVA and t test analyses. The study, involving 205 students in the first grade of the elementary education, demonstrated that mathematical teaching through dual treatments (1) influences the integrative perceptions formation; (2) there is no significant difference between girls and boys after the implementation of teaching through dual treatments in integrative perceptions formation.SOCIOMATHEMATICAL NORMS NEGOTIATED IN THE DISCUSSIONS OF TWO SMALL GROUPS INVESTIGATING CALCULUS
2015-08-01 03:00:00 AM
ABSTRACT
The concepts of social and sociomathematical norms have proved to be useful in guiding the participation of students in mathematical discussions and developing the quality of their contributions when inquiry-based, collaborative approaches are applied in studying mathematics. The first author conducted a teaching experiment with her 17-year-old upper secondary students. Before teaching the concepts of calculus, she asked the students to answer some questions and solve problems in small groups. The aim was that the students would construct important aspects of the basic concepts by themselves whilst investigating and discussing mathematics. In this paper, we report some findings from the related ethnographic teacher research by describing three sociomathematical norms that were negotiated in the interactions of two small groups. Aspects new to the literature were the norm of creative investigating and the way the appreciation of symbolic representation prohibited the process of meaning construction. Furthermore, the sociomathematical norm of justifications being based on the properties of mathematical objects was established prior to the social norm of justifying.Combining Multiple External Representations and Refutational Text: An Intervention on Learning to Interpret Box Plots
2015-08-01 03:00:00 AM
Abstract
Box plots are frequently misinterpreted and educational attempts to correct these misinterpretations have not been successful. In this study, we used two instructional techniques that seemed powerful to change the misinterpretation of the area of the box in box plots, both separately and in combination, leading to three experimental conditions, next to a control condition. First, we used multiple external representations: Histograms were used as an overlay on box plots in order to give students a better insight in the way box plots represent data distributions. Second, we used refutational text to explicitly name and invalidate the area misinterpretation of box plots. Third, we combined multiple external representations and refutational text. A box plot test showed that students in the refutation and combination condition scored statistically significant better than students in the control condition with respect to the misinterpretation of interest. The condition with multiple external representations scored in between. The implications of these results for theory and educational practice are discussed.AN ACTOR-ORIENTED TRANSFER PERSPECTIVE ON HIGH SCHOOL STUDENTS’ DEVELOPMENT OF THE USE OF PROCEDURES TO SOLVE PROBLEMS ON RATE OF CHANGE
2015-08-01 03:00:00 AM
Abstract
This article reports on a longitudinal observation study about students’ development in their use of procedures to calculate instantaneous rate of change. Different procedures for solving tasks on rate of change are taught in mathematics and physics classes, and together they form a repertoire. Our study took an actor-oriented perspective, which we operationalized as a search for students’ personal constructions of relationships between (1) learning from mathematics and physics classes and (2) interview tasks. We followed 10 students for 2 years (from grade 10 to 12), during which we administered 4 task-based interviews. We analyzed the breadth and connectedness of students’ repertoire of procedures and report on the long-term development thereof. We conclude that often procedures are not part of students’ repertoire shortly after the first introduction of this procedure in class. Students need time to acquire single procedures, and much more time to develop a broad and connected repertoire. In the development of their repertoire, there are major differences between students. From an actor-oriented perspective, many personal constructions are visible between learning and interview tasks. Students often use procedures that differ from procedures that are most appropriate from an expert’s perspective. We also observed from an actor-oriented perspective that words such as velocity, steepness, or slope act as bridge for creating relationships between situations and procedures.INVESTIGATING PLANE GEOMETRY PROBLEM-SOLVING STRATEGIES OF PROSPECTIVE MATHEMATICS TEACHERS IN TECHNOLOGY AND PAPER-AND-PENCIL ENVIRONMENTS
2015-08-01 03:00:00 AM
Abstract
This study aims to investigate plane geometry problem-solving strategies of prospective mathematics teachers using dynamic geometry software (DGS) and paper-and-pencil (PPB) environments after receiving an instruction with GeoGebra (GGB). Four plane geometry problems were used in a multiple case study design to understand the solution strategies developed by 2 prospective teachers. The results revealed that although the participants mostly used algebraic solutions in the PPB environment, they preferred geometric solutions in the GGB environment even though algebraic solutions were still possible (the software did not preclude them). Furthermore, different proofing strategies were developed in each environment. This suggests that changing the environment may prompt students to seek for additional solutions, which, in turn, results in a deeper understanding of the problem. As such, using both environments simultaneously in solving the same problems appears to bring about important benefits.ANALYZING THE RESPONSES OF 7 – 8 YEAR OLDS WHEN SOLVING PARTITIONING PROBLEMS
2015-08-01 03:00:00 AM
abstract
We analyze the mathematical solutions of 7- to 8-year-old pupils while individually solving an arithmetic problem. The analysis was based on the “configuration of objects,” an instrument derived from the onto-semiotic approach to mathematical knowledge. Results are illustrated through a number of cases. From the analysis of mathematical solutions, we infer the use of iconic representations as a counting tool for the demonstrative nature of arguments developed by pupils.QUESTIONING BEHAVIOR OF STUDENTS IN THE INQUIRY CHEMISTRY LABORATORY: DIFFERENCES BETWEEN SECTORS AND GENDERS IN THE ISRAELI CONTEXT
2015-08-01 03:00:00 AM
Abstract
The present research is part of a longitude research study regarding the questioning behavior of students in the inquiry chemistry laboratory in Israel. We found that students who were involved in learning chemistry by the inquiry method ask more and higher-level questions. However, throughout the years, we have observed that differences between the two groups of students, control and the inquiry, have been reduced. The results of our study indicated that the gap between the Jewish and Arab students regarding their questioning ability is minor and inconsistent. If we assume that the source of this difference lies in the culture and different standards for teachers’ qualifications in the two sectors, our current results suggested that the differences between chemistry teachers in the two sectors are now diminished. Teachers from both sectors utilized the inquiry program as part of their teaching repertoire, and the students in the two sectors learned the inquiry skill of asking questions.RESOLVING COGNITIVE CONFLICT IN A REALISTIC SITUATION WITH MODELING CHARACTERISTICS: COPING WITH A CHANGING REFERENCE IN FRACTIONS
2015-08-01 03:00:00 AM
Abstract
This study investigates the effect of using a realistic situation with modeling characteristics in creating and resolving a cognitive conflict to promote understanding of a changing reference in fraction calculations. The study was conducted among 96 seventh graders divided into 2 experimental groups and 1 control group. The experimental groups coped with a realistic modeling situation in which they had to increase, then decrease, the size of a bag of fries. Results indicate conceptual change and better understanding of the changing reference among students in the experimental groups. The article describes their learning process, showing how their analysis of the situation promoted conflict resolution.THE COMPETENCE OF MODELLING IN LEARNING CHEMICAL CHANGE: A STUDY WITH SECONDARY SCHOOL STUDENTS
2015-08-01 03:00:00 AM
Abstract
The competence of modelling as part of learning about chemical change is analysed in a sample of 35 secondary students, ages 14 – 15 years, during their study of a curricular unit on this topic. The teaching approach followed is model based, with frequent use of analogies and mechanical models (fruits and bowls, Lego pieces, balls of plasticine, discs of coloured card, etc.) as mediators between the students’ intuitive understanding and school science models. Qualitative and quantitative methods of data analysis were used, acquiring information through portfolios, interviews, the teacher’s diary, and audiotapes. The qualitative results allowed a set of 12 dimensions to be defined that were used to characterize and evaluate different aspects of the competence of modelling. The assessment of the students’ performance in each of these dimensions by means of a 4-level ordinal rubric allowed the data to be analysed quantitatively. The quantitative results showed the overall set of these dimensions to have construct validity, with 2 sub-constructs standing out: “Working with Models” and “The Nature of Models”. The students reached satisfactory levels of competence in both of these sub-constructs, particularly in the latter.
Wednesday, September 16, 2015
Science and Mathematics Education
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment