Abstract: This work is part of a broader investigation developed in Ibero-America, whose main objective is to carry out an analysis of the affective domain towards mathematics in elementary education teachers, and how that could affect the teaching practices. In particular, this work focusses on the beliefs towards mathematics and shows the comparison between teachers of two countries: Spain and Colombia. The methodology consisted on a quantitative approach at a descriptive level, using a convenience sample composed of 235 teachers (105 from Spain and 130 from Colombia); the instrument was translated to Spanish from the scale of Beliefs of Baroody and Coslick (1998); the statistical analysis was performed with SPSS v 22. The results showed in both countries a majority of teachers who manifested Euclidean beliefs, without differences by country. On the other hand, there were significant differences in the Quasiempirist category, with more Colombian than Spanish teachers lying on; in the importance provided to the context in the teaching of Mathematics, and in the conception of the mathematical skill as inherent. The limitations of the study are exposed and several suggestions to deepen the study in the future are made.
Vol. 1 Iss. 3
Abstract: This study investigated the interactions that occurred as part of the learning from a national survey of high school physics teachers in New Zealand (NZ) in relation to decile ranking. Specifically, the study investigated how often particular teaching strategies and practices such as: teaching approaches, teacher feedback and guidance, and ICT usage, occurred during physics teaching. Data were analyzed using descriptive statistical and inferential statistics – MANOVA. Among other things, the study revealed that learners were not exposed to the teaching methods that potentially give them the chance to observe, engage and/or discover expert strategies in context. There was a lack of use of problem-based or inquiry learning models for learning. However, there was no significant difference between teaching in the various decile rankings. The implications of the findings are discussed.
Development of an Integrative Learning Unit to Enhance Students’ Conceptual Understanding of Dissolution and Their Reasoning Sophistication
Abstract: Chemistry education requires establishing connections between chemistry concepts and learners’ experiences encountered in the real world. However, due to the abstract nature of chemistry which is regularly displayed in an isolated-fashion in classrooms, this results in the difficulty when learners utilize knowledge relationally and rationally. To ease this learning issue, a conceptually integrative learning unit incorporating chemical concepts of dissolution was developed, involving polarity, concentration, and chemical structure. The purposes of this study are three-fold. The first is to cognitively embrace students in the content in terms of factual and applied knowledge. The second is placed on the reasoning sophistication, which plays a crucial role in problem solving, decision making, and data interpretation, by classifying it into three levels: Intuition, hybrid, and analytics. The third is to explore cognitive authority reflecting forms of knowledge which students lean towards when making decision: Direct experiences (first-hand knowledge) and learning from other people (second-hand knowledge). This research study was conducted in a quantitative manner based on a pretest-posttest design with 79 upper secondary students. The results showed that there was a statistically significant increase in students’ conceptual understanding in both factual and applied knowledge, after participating in the developed learning unit. In addition, over 20% of the students exhibited more sophisticated reasoning skills (i.e. hybrid or analytic level of reasoning). Furthermore, forms of cognitive authority underpinning the reasoning skills shifted from second-hand knowledge towards first-hand knowledge after participating in the learning unit, which is considered as a more scientifically appropriate form of knowledge.
Abstract: Wireless and mobile technologies have become an inseparable part in our daily life and we are being depended on their related services which have added new dimensions in our way of thinking. Numerous applications for mobile technologies make m-learning flexible and convenience to the learner and now it becomes easy to interact and communicate for the learners. This study offers to analyze the possibilities of creating 9 and 10 graders’ learning communities through mobile communication which would also emphasize to promote free tutoring. The concepts of Mobile learning and positive peer influence are the main analytical tools to answer the research questions. This study followed a qualitative approach to emphasize on young students’ voice regarding the effect and possibilities of using mobile in understanding science and anchored within Social constructivism theory. Fifteen students from seven different schools of Dhaka city and parents were selected using convenience sampling technique to conduct interview and focus group discussion respectively. Three educationists from different mobile and software companies were chosen purposively to conduct semi-structured interviews. The study revealed peer support as an important aspect in understanding science contents. The effectiveness of mobile communication among peers in learning science contents has discovered in a way that it not only helps both students and parents in getting more time from daily routine but also bears the potentiality in reducing extra unwanted monthly expenses. The complex relation in terms of Youth-Technology-Culture revealed as an important aspect to be addressed and considered while introducing and implementing the interventions of m-learning for 9 and 10 graders.
Abstract: The purpose of this study was to examine the connections that may exist between the student technology literacy performance in the national schools and teachers who have had technology-focused professional development. Utilizing the online NAEP data, the study examined two school-reported variables related to teacher technology-specific professional development and student TEL scores on a national level. The results presented here suggest that teachers with training in technology usage may be more successful with students than those without. This study may provide insight into understanding more about the relevance of teacher training with regards to technology.