| 1. |
- Andra, Chiara, et al.
(author)
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Reading mathematics representations: an eye-tracking study
- 2015
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 13:2, s. 237-259
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Journal article (peer-reviewed)abstract
- We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of human perception, as well as in terms of differences between the symbolic and graphical registers.
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| 2. |
- Attorps, Iiris, et al.
(author)
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School-University Action Research : Impacts on Teaching Practices and Pupil Learning
- 2017
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 15:2, s. 313-330
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Journal article (peer-reviewed)abstract
- The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics.
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| 3. |
- Ayene, Mengesha, et al.
(author)
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A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference
- 2019
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 17:6, s. 1049-1070
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Journal article (peer-reviewed)abstract
- A detailed investigation of student conceptions of quantum phenomena is needed, both to characterize student understanding of quantum concepts and to inform how we might teach quantum mechanics (QM). In this vein, in-depth semi-structured interviews were conducted with 35 students who majored in physics and received university-level QM instructions. Interview protocols were used and based on three quantum contexts: the quantization of energy in explaining the blackbody radiation, the photon concept in explaining the photoelectric effect, and light quanta in explaining the gradual formation of an interference pattern in the cases of low-intensity light beam. By applying a developmental phenomenographic analysis of the interview responses, three description categories (i.e., general patterns behind the conceptual understandings used in explaining each quantum contexts) were identified. These categories of descriptions revealed that most students’ thinking regarding foundational concepts in QM ranged from naïve and deficient descriptions based on classical ontologies to simple hybrid and/or mixed models of classical and quantum conceptions. Regarding learning QM, the study found that the perspective of naïve and classical ontologies in explaining quantum phenomena influenced students’ responses; they made incorrect generalizations and/or inappropriate links to the concepts learned in classical physics; and patterns of incorrect notions of QM are analogous to those that were documented. Besides, the study confirmed that students’ conceptual difficulties with QM are real, stable over time, and cross-cultural. It seems that the challenge to make QM interesting, effective, and relevant for physics students is a universal concern that knows no boundaries.
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| 4. |
- Baumanns, Lukas, et al.
(author)
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Pattern-Recognition Processes of First-Grade Students : An Explorative Eye-Tracking Study
- 2024
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In: International Journal of Science and Mathematics Education. - : Springer. - 1571-0068 .- 1573-1774.
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Journal article (peer-reviewed)abstract
- Recognizing patterns is an essential skill in early mathematics education. However, first graders often have difficulties with tasks such as extending patterns of the form ABCABC. Studies show that this pattern-recognition ability is a good predictor of later pre-algebraic skills and mathematical achievement in general, or the development of mathematical difficulties on the other hand. To be able to foster children's pattern-recognition ability, it is crucial to investigate and understand their pattern-recognition processes early on. However, only a few studies have investigated the processes used to recognize patterns and how these processes are adapted to different patterns. These studies used external observations or relied on children's self-reports, yet young students often lack the ability to properly report their strategies. This paper presents the results of an empirical study using eye-tracking technology to investigate the pattern-recognition processes of 22 first-grade students. In particular, we investigated students with and without the risk of developing mathematical difficulties. The analyses of the students' eye movements reveal that the students used four different processes to recognize patterns-a finding that refines knowledge about pattern-recognition processes from previous research. In addition, we found that for patterns with different units of repeat (i.e. ABABAB versus ABCABCABC), the pattern-recognition processes used differed significantly for students at risk of developing mathematical difficulties but not for students without such risk. Our study contributes to a better understanding of the pattern-recognition processes of first-grade students, laying the foundation for enhanced, targeted support, especially for students at risk of developing mathematical difficulties.
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| 5. |
- Bossér, Ulrika, Dr. 1976-, et al.
(author)
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Teachers’ Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching
- 2021
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In: International Journal of Science and Mathematics Education. - : Springer. - 1571-0068 .- 1573-1774. ; 19:3, s. 461-482
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Journal article (peer-reviewed)abstract
- The integration of socioscientific issues (SSI) into science teaching requires that teachers manage classroom discussions in which various perspectives are considered and students’ contributions are recognized. The present study aimed to provide knowledge of how classroom discussions on SSI can be structured and implemented to pursue specific teaching purposes. In this study, two secondary science teachers’ employment of communicative approaches during four discussions on SSI was analysed. In the studied context, communicative approaches can be described as involving various or only a single perspective on SSI and as being either interactive or non-interactive. The results elucidate how teachers can make purposeful use of different communicative approaches to facilitate students’ decision-making while promoting complexity in their reasoning. The results also show how teachers can promote cumulativity, in terms of their recognition of students’ contributions to discussions. It is proposed that teachers can use the concept of communicative approaches as an analytical tool to reflect on and develop aspects of teaching practice in relation to the goals that they wish to achieve.
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| 6. |
- Broman, Karolina, 1969-, et al.
(author)
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Upper secondary school students' choice and their ideas on how to improve chemistry education
- 2015
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In: International Journal of Science and Mathematics Education. - : Springer. - 1571-0068 .- 1573-1774. ; 13:6, s. 1255-1278
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Journal article (peer-reviewed)abstract
- In Sweden, there is concern about fewer students taking chemistry courses in higher education, especially at university level. Using a survey, this study investigates the reasons upper secondary school chemistry students choose to follow the Swedish Natural Science Programme. In addition, students’ views about their chemistry education are sought and their ideas about how to improve their chemistry experience. A questionnaire with closed and open questions was completed by 495 chemistry students from different schools in Sweden. The analysis shows that most students have high interest-enjoyment value of chemistry, but both positive and negative responses about their chemistry education refer to the importance of the teacher and the structure of lessons. To improve their chemistry experience, students suggest making it relevant to everyday life and being more practical and more student centred. For positively inclined students to maintain their value of chemistry beyond schooling into choice at university level, the programme should take these suggestions into account.
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| 7. |
- Chang, Shu-Nu, 1975-, et al.
(author)
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The development of authentic assessments to investigate ninth graders' scientific literacy: in the case of scientific cognition concerning the concepts of chemistry and physics
- 2005
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 3:1, s. 117-140
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Journal article (peer-reviewed)abstract
- Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students performance on these three assessments were compared with the science section of Taiwans Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p<0.01). We found that our three authentic assessments were better in evaluating students authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students cognition in science.
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| 8. |
- Christenson, Nina, 1975-, et al.
(author)
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Science and Language Teachers’ Assessment of Upper Secondary Students’ Socio-scientific Argumentation
- 2017
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 15:8, s. 1403-1422
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Journal article (peer-reviewed)abstract
- Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.
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| 9. |
- Edsand, Hans-Erik, 1979, et al.
(author)
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The Impact of Environmental Education on Environmental and Renewable Energy Technology Awareness: Empirical Evidence from Colombia
- 2020
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1573-1774 .- 1571-0068. ; 18:4, s. 611-634
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Journal article (peer-reviewed)abstract
- This paper empirically investigates to what extent environmental education (EE) at school can explain variation in environmental literacy of 15-year-olds in Colombia, while controlling for several other student- and school-level confounding factors. We use a two-level nested model, where the individual observations are nested within schools. Based on the maximum likelihood estimation method, we estimate a linear mixed model which contains both fixed effects and random effects. Our empirical results only provide weak evidence that environmental education can promote a higher level of environmental awareness. The relationship between environmental education and awareness of renewable energy technologies (RETs) is even weaker. Our findings therefore suggest that environmental education should not be considered a magic bullet in promoting environmental literacy among students. Additionally, we find more reliable predictors for environmental awareness than for awareness of RETs. Overall, the socio-economic status, stronger student science abilities, parent characteristics, and a few school-level characteristics such as quality of education resources and school ownership (public versus private) seem to be decisive factors for varying levels of environmental literacy among students in Colombia.
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| 10. |
- Enghag, Margareta, 1952-, et al.
(author)
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Talking physics during small-group work with context rich problems : analysed from an ownership perspective
- 2009
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In: International Journal of Science and Mathematics Education. - New York : Springer. - 1571-0068 .- 1573-1774. ; 7:3, s. 455-472
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Journal article (peer-reviewed)abstract
- This study provides analyses of the conversations when university students work in small groups solving context-rich physics problems. We constructed context-rich, open-ended physics problems related to everyday life situations that lack some information required to solve and complete the tasks. The students' ownership of learning, their actions of choice and control, was analyzed in two dimensions: group and individual. Conversation analyses and flowcharts of the conversation were constructed from the complete transcripts of three groups. The theoretical framework for student ownership of learning demonstrated that it was possible to show that even if students have group ownership of the task, the individual student ownership of learning is not self-evident. The study also demonstrates the methodological power and value of the flowchart to identify conversation patterns in the groups that were effective in the search for exploratory talks and individual questions. We discuss implications for teacher development to enhance group work
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