| 1. |
- Bossér, Ulrika, Dr. 1976-, et al.
(författare)
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Students' Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues
- 2020
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum. - 1305-8223 .- 1305-8215. ; 16:12, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Student-active science teaching that includes interactions among students is suggested to support students’ reasoning skills. However, little is known about what are the beneficial modes of interaction to support learning. In the present study, we investigated how different types of classroom discussion on socioscientific issues can encourage students’ reasoning skills as expressed in argumentative essays. Qualities of students’ talk and reasoning skills were described in terms of attitudes, drawing on Dewey, and sociolinguistic codes, drawn from Bernstein. Qualitative data consisting of transcribed classroom discussions and student argumentative essays were analysed by means of statistical methods. The results describe how specific qualities in students’ talk influence qualities of students’ argumentative texts. The results indicate that teachers by promoting elaborate talk among students can stimulate more nuanced and elaborate student texts.
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| 2. |
- Lindahl, Mats, 1955-, et al.
(författare)
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Attitudes and Language Use in Group Discussions on Socio-Scientific Issues
- 2016
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Ingår i: urasia Journal of Mathematics, Science and Technology Education. - : Modestum Publishing Ltd. - 1305-8215 .- 1305-8223. ; 12:2, s. 283-301
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Tidskriftsartikel (refereegranskat)abstract
- The school systems of many countries have been pervaded by student-centred pedagogy making students’ small group discussion a common feature of the classroom practice. However, there is a lack of studies focussing different modes of discussion for the purpose of finding out whether some modes are more beneficial than others. Hence, the aim of this study is to explore the underpinnings of student small group conversations on Socio-scientific Issues in order to develop an understanding of the key aspects of what interrupts or revitalizes the conversation. We focus on the importance of attitudes and language use for the fate of students’ decision-making conversations. Our theoretical framework builds on Dewey’s notion of Open-mindedness and Bernstein’s communication codes. Students’ use of morals, opinions and agitational talk interrupted conversations, whereas new aspects and new perspectives revitalized the conversation. Students need guidance to avoid using justifications in conjunction with a Close-minded attitude.
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| 3. |
- Lindahl, Mats, 1955-, et al.
(författare)
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On attitude and language in students’ talk and their impact on students’ texts.
- 2016
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Publishing Ltd. - 1305-8215 .- 1305-8223. ; 12:8, s. 2199-2221
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Tidskriftsartikel (refereegranskat)abstract
- Students’ learning is assumed to be promoted through peer-group discussion. Most studies show the presence of qualitative improvements in either oral or written reasoning as a result of such interactions. However, knowledge on the relationship between talk qualities and text qualities is scarce. We adopt an explorative design using statistical analyses of students’ talk and texts to estimate the relationships between theoretically-based concepts of attitude and sociolinguistic code. The operationalized concepts can be validated using statistical analyses. Linear regression shows that Elaborated code in students’ talk has no impact on students’ texts. Furthermore, Restricted code in talk is detrimental to students’ use of Elaborated code in texts. This relationship is also found at the group level. Students’ expression of open-mindedness in their texts depends on their use of Elaborated code. Teachers must support students in using Elaborated code in their texts and avoiding Restricted code in their talk.
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| 4. |
- Viholainen, Antti, et al.
(författare)
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Epistemological beliefs, motivational values, and study habits among students of tertiary mathematics
- 2023
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Publishing Ltd. - 1305-8215 .- 1305-8223. ; 19:5
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Tidskriftsartikel (refereegranskat)abstract
- Epistemological beliefs about the nature of mathematics affect how a student perceives mathematics in general, whereas high motivation for mathematics gives an individual a personal reason to study the subject. Epistemological beliefs and achievement motives are quite stable at individual level, but previous research has shown that there are significant differences across students with respect to them. This study concerns university students from three different study programs and investigates relations between the students' epistemological beliefs, motivational values, and study habits. The data were collected using a questionnaire and consist of responses from altogether 98 students studying mathematics courses at tertiary level. The study revealed that, when students are grouped according to their study programs, their motivational values vary across these groups more than their epistemological beliefs. The stability of epistemological beliefs was also verified in this study as the strengths of the beliefs hardly correlated with the number of passed credits or self-evaluated study success. However, several sum variables representing the motivational values and epistemological beliefs seem to predict certain study habits in linear regression models. These models can help us to design the teaching of mathematics courses favouring these study habits.
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| 5. |
- Benckert, Sylvia, et al.
(författare)
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Learning Physics in Small-Group Discussions - Three Examples
- 2008
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - 1305-8223. ; 4:2, s. 121-134
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on an investigation of students learning of physics during group discussions around context-rich problems in introductory physics courses at university level. We present the results from video recordings of student groups solving three different problems. We found that group discussions around physics problems can lead to stimulating and learning discussions of physics but we also observed situations when the discussions did not work well. Misunderstandings of physics concepts reported in the literature emerge in the discussions now and then but the students also detect new ‘problems’. In the discussions most misunderstandings and problems are treated and solved either by the students themselves or by the students together with the teacher. Factors that stimulate a good discussion are engaging problems and a teacher at hand to answer questions and to discuss with the students. Factors that prevent a fruitful discussion are too little knowledge of the actual physics among the students and bad functioning of the groups.
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| 6. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Conceptual and procedural approaches to mathematics in the engineering curriculum : Comparing views of junior and senior engineering students in two countries
- 2017
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Eurasia Publishing House. - 1305-8223. ; 33:3, s. 533-553
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Tidskriftsartikel (refereegranskat)abstract
- One challenge for an optimal design of the mathematical components in engineering education curricula is to understand how the procedural and conceptual dimensions of mathematical work can be matched with different demands and contexts from the education and practice of engineers. The focus in this paper is on how engineering students respond to the conceptual-procedural distinction, comparing performance and confidence between second and fourth year groups of students in their answers to a questionnaire comprising conceptually and procedurally focused mathematics problems. We also compare these students’ conceptions on the role of conceptual and procedural mathematics problems within and outside their mathematics studies. Our data suggest that when mathematical knowledge is being recontextualised to engineering subjects or engineering design, a conceptual approach to mathematics is more essential than a procedural approach; working within the mathematical domain, however, the procedural aspects of mathematics are as essential as the conceptual aspects.
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| 7. |
- Chechan, Batoul, et al.
(författare)
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Effect of using Desmos on high school students’ understanding and learning of functions
- 2023
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Ltd. - 1305-8223. ; 19:10, s. em2331-em2331
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the effect of using Desmos on students’ performance in learning functions. An embedded mixed methods design was applied and involved 98 students from an upper secondary school in Sweden. Students’ assessments (pre- and post-test) and opinion polls were the two main data collection instruments. The results show that both groups (experimental and control) experienced a significant improvement in their post-test scores. However, the experimental group had a statistically significant improvement in comparison with that of the control group across the five constructs used in this study. The qualitative data revealed that the majority of the students ascribed a positive effect of the use of Desmos on their general understanding of function concepts, their ability to analyze functions and check their answers through visualization, which are difficult when working using paper and pencil.
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| 8. |
- Eskilsson, Olle, 1942-
(författare)
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The quality of lower secondary students' discussions during labwork in chemistry
- 2008
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Ingår i: Eurasia Journal of Mathematics, Science & Technology Education. - 1305-8223. ; 4:3, s. 247-254
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this project is to study the quality of the discussions in groups of students during laboratory work. The project builds on a study of the role of communication in science classrooms with students aged 14-15 years. An intervention with role-playing for example reporting to another group is carried out to foster discourses that focus students’ use of science knowledge. The discussions have been divided into sequences. In each sequence the students are discussing one separate part of the lab work activity. A revised version of the SOLO-taxonomy has been used in the analysis of tape recordings from students’ discussions during lab work and from the reporting to another group. The students talk about the experimental procedure as well as the science content. In most of the groups the analysis show a long-term development towards higher quality mixed with unistructural sequences. During the reporting to another group the students describe the experiment using new knowledge and new concepts. Almost all the reporting groups use two or more concepts well integrated. The reporting to another group stimulates students’ discussions. The SOLOtaxonomy makes it possible to assess group learning and interaction in lab groups.
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| 9. |
- Eskilsson, Olle
(författare)
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The quality of lower secondary students' discussions during labwork in chemistry
- 2008
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Ingår i: Eurasia Journal of Mathematics, Science & Technology Education. - 1305-8223. ; 4:3, s. 247-254
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this project is to study the quality of the discussions in groups of students during laboratory work. The project builds on a study of the role of communication in science classrooms with students aged 14-15 years. An intervention with role-playing for example reporting to another group is carried out to foster discourses that focus students’ use of science knowledge. The discussions have been divided into sequences. In each sequence the students are discussing one separate part of the lab work activity. A revised version of the SOLO-taxonomy has been used in the analysis of tape recordings from students’ discussions during lab work and from the reporting to another group. The students talk about the experimental procedure as well as the science content. In most of the groups the analysis show a long-term development towards higher quality mixed with unistructural sequences. During the reporting to another group the students describe the experiment using new knowledge and new concepts. Almost all the reporting groups use two or more concepts well integrated. The reporting to another group stimulates students’ discussions. The SOLOtaxonomy makes it possible to assess group learning and interaction in lab groups.
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| 10. |
- Hajer, Maaike, et al.
(författare)
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Teachers’ Knowledge about Language in Mathematics Professional Development Courses : From an Intended Curriculum to a Curriculum in Action
- 2017
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Publishing Ltd. - 1305-8223. ; 17:7b, s. 4087-4114
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Tidskriftsartikel (refereegranskat)abstract
- Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
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