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The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms

Zahrah Hussain Aljuzayri

Download: 87, size: 0, date: 16.Jan.2021

Abstract: There have been a limited number of studies that examined the relationship between professional development (PD) and self-efficacy with technology tool use, specifically concerning high school science teachers. The main goal of this quantitative study was to identify any specific correlations between science teacher self-efficacy and the professional development science teachers received for those specific classroom technologies. Participants were comprised of a randomized sample set of high school science teachers throughout 46 different US States. The data was collected by using an online survey via the Qualtrics survey platform. The survey was sent to 3000 science instructors and 104 in total completed it. The results suggest that science teachers’ efficacy was high with course management systems and student wireless or digital devices, but not for social networking/media. There was no significant connection between technological self-efficacy and PD for related technology tools. However, it is possible that science teachers are already highly efficacious in terms of technology, and observational studies are recommended to see when and how teachers actually use technology in their classrooms.

Keywords: professional development; relationship; science teacher’s; self-efficacy; technology tools.

Please Cite: Aljuzayri, Z. (2021). The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms. Journal of Research in Science, Mathematics and Technology Education, 4(1), 45-62.



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Vol. 4 Iss. 1

Addressing Student Diversity in Science Classroom: Exploring Topic-Specific Personal Pedagogical Content Knowledge of High School Teachers

Saiqa Azam

Download: 202, size: 0, date: 15.Sep.2020

Abstract: The student diversity in today’s science classrooms presents challenges as well as learning opportunities for students and teachers. This research examines topic-specific personal pedagogical content knowledge (pPCK) of high school teachers as it relates to addressing student diversity in their science classrooms. A narrative inquiry approach was adopted to study four science teachers’ experiences of teaching science, considering teachers’ pPCK as an accumulation of experience. Narrative data were collected through interview conversations with these teachers about their experiences of conceptualizing and teaching force and motion topics to diverse groups of students in their science classrooms. The focus of these conversations was the day-to-day practice of participant teachers about making force and motion topics accessible to diverse learners. Using pedagogical content knowledge (PCK) as a conceptual framework, the narrative data were analyzed to explore how these teachers negotiated their content knowledge and knowledge of student diversity in shaping their professional knowledge of science teaching. The findings revealed that topic-specific pPCK of participant teachers was sourced in student diversity present in their science classroom, and its development underpins various processes to connect different types of knowledge. This research suggests considering teachers’ knowledge of student diversity and how this impacts their planning and teaching of specific science content as an aspect of their topic-specific pPCK. Implications for science teacher education are included.

Please Cite: Azam, S. (2020). Addressing student diversity in science classroom: Exploring topic-specific personal pedagogical content knowledge of high school teachers. Journal of Research in Science, Mathematics and Technology Education, 3(3), 141-163.



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Vol. 3 Iss. 3

Is There any Impact of Teaching Vector Spaces From Real Problems? The Case of First Year Engineering Students

Fernández-Cézar, Raquel*

 Herrero, Henar

Pla, Francisco

Solares, Cristina

Download: 159, size: 0, date: 15.Sep.2020

Abstract: In some linear algebra courses at the university level in engineering majors, the vector spaces are presented to students in an abstract way with scarce connections with other subjects and real problems. The goal of this study was to examine the effectiveness, regarding content knowledge and motivation, of a didactic proposal based on a problem based learning and the necessity principle, PBL-NP, modelling real engineering problems through homogeneous systems of linear equations, to introduce the concept of vector space. A quasi-experiment (post-test) was designed with a convenience sample composed of two groups: the experimental group, EG, amounting 33 students who were taught using the PBL-NP, and the control group, CG, composed by 79 students, taught by following an abstract approach. Inferential statistics was used to compare the learning outcomes between groups, by using as contrast variable an external test. The results show that the students in the EG group felt more relaxed and put less effort than CG students, while both groups gather the abstract concepts in a similar extent. Also the percentage who passed the course is higher in the EG compared with CG. Although both groups value positively the subject, a percentage of students in the CG group add some comments referred to the lack of practice related with real problems in the algebra courses taught with the abstract approach.

Please Cite: Fernández-Cézar, R., Herrero, H., Pla, F., & Solares, C. (2020). Is There any Impact of Teaching Vector Spaces From Real Problems? The Case of First Year Engineering Students. Journal of Research in Science, Mathematics and Technology Education, 3(3), 125-139.



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Vol. 3 Iss. 3

The effects of a Full-Year Pedagogical Treatment Based on a Collaborative Learning Environment on 7th Graders’ Interest in Science and Technology and Conceptual Change

Eric Durocher & Patrice Potvin

Download: 135, size: 0, date: 15.Sep.2020

Abstract: The growing popularity of collaboration in our school and its possible educational potential has led us to carry out comparative research with 7th grade students. Using a longitudinal approach over an entire school year and using a cross-lag design, we were able to test the effects of this learning environment on science misconceptions and interest. Using two questionnaires, we were able to perform an analysis of the results showing a possible positive causal link between collaborative learning and the development of scientific conception. However, we found no direct connection between collaborative learning and interest.  The analysis of the cross-lag leads us to see conceptual change as a mediator of the students’ interest in science.

Please Cite: Durocher, E., & Potvin, P. (2020). The effects of a full-year pedagogical treatment based on a collaborative learning environment on 7th graders’ interest in science and technology and conceptual change. Journal of Research in Science, Mathematics and Technology Education, 3(3), 107-124. DOI:               



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Vol. 3 Iss. 3

Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving

Iliya Joseph Bature, Bill Atweh, & Funmilola Oreoluwa

Download: 270, size: 0, date: 16.May.2020

Abstract: This study was designed to investigate the perception of students on the role of classroom engagement in student’s problem solving in mathematics. Specifically, the study investigated the perception of 6 students taught by 4 mathematics teachers in 2 secondary schools in Nigeria for a period of 2 years. Two research objectives were developed to guide the study. Research journal and video recordings were used to document the focus group discussions and classroom observations.  The findings of the study suggested that the mathematics teachers made positive effort to use the engagement strategy as a tool to increase students problem solving abilities during mathematics classroom instruction. In addition, the result of the study suggested a positive increase in students’ problem-solving skills. This was evident in students’ engagement in collaboration, participation, increase in positive relationships that existed between students and their teachers. The study also suggested that the mathematics teachers created positive classroom atmosphere for students’ participation in classrooms problem solving. It also suggests that teachers provided inclusive support for students’ problem solving in mathematics and provided evidence of general traditional teacher centred learning in mathematics as opposed to student-centred learning among the students.

Please Cite: Bature, I. J., Atweh, B. & OreOluwa, F. (2020). Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving. Journal of Research in Science, Mathematics and Technology Education, 3(1), 73-105. Doi:              


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Vol. 3 Iss. 2

Mathematics Curriculum Change: Identifying Parental Expectations

Kylie Palfy, Janelle McFeetors & Lynn M. McGarvey

Download: 262, size: 0, date: 07.May.2020

Abstract: Parents’growing concerns about the current approaches to learning mathematics in elementary school have drawn public attention in Canada. Rather than dismiss such concerns, understanding parent perceptions and garnering their support is essential to ongoing curriculum transformation and students’ success in mathematics learning. Using phenomenography, we examined parents’ perceptions of the current mathematics curriculum and their children’s experiences as expressed in community-based focus groups and individual interviews. Parents responded based on their past experiences, their views of children’s current experiences and their future aspirations for their children. Our analysis of parents’ perspectives revealed that their concerns and critiques were grounded in the expectations they held for their children’s mathematics learning. In particular, parental expectations fell into three categories: students need the opportunity to reach expected goals of mathematics learning; essential supports must be in place to reach expected goals; and, home-school communication is necessary for parent understanding and engagement. We suggest that by understanding the specific expectations that underlie parents’ concerns, teachers can engage in conversations that begin with affirming mutual expectations and respecting parents’ personal experiences to lead to partnering with parents as they realize their agency in their children’s learning.

Please Cite: Palfy, K., McFeetors, P. J., & McGarvey, L. M. (2020). Mathematics curriculum change: Identifying parental expectations. Journal of Research in Science, Mathematics and Technology Education, 3(2), 51-72. Doi:          


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Vol. 3 Iss. 2

Impact of Fathom on Statistical Reasoning among Upper Secondary Students

Nanteni Ganesan

Kwan Eu Leong

Download: 145, size: 0, date: 07.May.2020

Abstract: The teaching and learning of statistical reasoning is becoming challenging due to the change in the perspective emphasizing on the deeper understanding rather than basic statistics computations. As suggested by researchers, implementing technologies able to develop student interest in the topics leads to deeper understanding. Hence, this study used dynamic software, Fathom for teaching statistical reasoning. The purpose of this study is to examine the statistical reasoning understanding among upper secondary students after using dynamic software, Fathom. The sample consists of seventy-two students randomly assigned to control and experimental groups. The experimental group underwent an intervention where they learnt statistical reasoning using Fathom while the control group learnt statistical reasoning using traditional learning method not involving Fathom. Statistical Reasoning Assessment (SRA) was used in this study as the instrument for measuring statistical reasoning. The research hypothesis data were analyzed using MANCOVA test.  The findings showed a significant difference across four statistical reasoning constructs namely Describing Data, Organizing Data, Representing Data and Analyzing and Interpreting Data between students in the control and experimental groups. Furthermore, the results of the analysis emphasized that the students who learned statistical reasoning using Fathom performed better than students in the control group. In brief, the upper secondary students’ statistical reasoning enhanced after implementing Fathom.

Please Cite: Ganesan, N., & Leong, K.E. (2020). Impact of Fathom on Statistical Reasoning among Upper Secondary Students. Journal of Research in Science, Mathematics and Technology Education, 3(1), 35-50. Doi:              


Accrombessy, F. (2006). An evaluation study of the process of reform of statistics teaching at the secondary level in Benin: Assessment and perspectives. Paper presented at the Seventh International Conference on Teaching Statistics.

Ben-Zvi, D., Gravemeijer, K., & Ainley, J. (2018). Design of Statistics Learning Environments. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), International handbook of research in Statistics Education (pp. 473-502). Cham: Springer International Publishing.

Brahier, D. J. (2016). Teaching secondary and middle school mathematics. New York, NY: Routledge.

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Chan, S. W., Ismail, Z., & Sumintono, B. (2016). A Framework for Assessing High School Students' Statistical Reasoning. PloS One, 11(11), e0163846.

Chance, B., & Rossman, A. (2006). Using simulation to teach and learn statistics. Paper presented at the Seventh International Conference on Teaching Statistics.

Chua, Y. P. (2012). Effects of computer-based testing on test performance and testing motivation. Computers in Human Behavior, 28(5), 1580-1586.

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Garfield, Joan. (2002). The challenge of developing statistical reasoning. Journal of Statistics Education, 10(3), 58-69.

Garfield, Joan, & Ben-Zvi, D. (2008). Developing students' statistical reasoning. Springer.

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Jones, G. A., Thornton, C. A., Langrall, C. W., Mooney, E. S., Perry, B., & Putt, I. J. (2000). A framework for characterizing children's statistical thinking. Mathematical Thinking and Learning, 2(4), 269-307.

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Vol. 3 Iss. 2

Are we accidentally teaching students to mistrust science?

William W. Cobern

Download: 161, size: 0, date: 06.Jan.2020

Almost 60 years ago Jawaharlal Nehru speaking about the future of India’s economy and society observed that it is “science alone that can solve the problems of hunger and poverty, of sanitation and literacy, of superstition and tradition, of vast resources running to waste, of a rich country inhabited by starving people… The future belongs to science and to those who make friends with science.”



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Vol. 3 Iss. 1

Teachers and Museum Educators’ Views About Inquiry Practices: The Aftermath of a Joint Professional Development Course

Maria Karnezou & Anastasios Zoupidis

Download: 59, size: 0, date: 25.Jan.2021

Abstract: Current science curricula adopt inquiry as a basic component in their proposals, and at the same time they place emphasis on the non-formal aspect of education, due to the fact that inquiry is easier to be implemented in science centers and museums. In this context, both teachers and museum educators’ roles are viewed with a common lens, as though both groups of professionals have critical roles in the success of a school museum visit, they do not necessarily share the same agenda for the visit. In the present small-scale qualitative research, we studied two Greek science teachers and two museum educators who attended a joint professional development course on the Tinkering approach in Milan in the context of an EU funded project. We looked into the impact of the joint course on their views about inquiry and specifically their views about inquiry before and after being exposed to inquiry based Tinkering activities. We also studied their views about the joint course per se. Data collection was based on semi-structured interviews and the participants’ notes. The results point both to some different and common points between teachers and museum educators’ views. The opportunity to exploit the results in a broader non-formal science education context is also being discussed.

Please Cite: Karnezou, M. & Zoupidis, A. (2020). Teachers and Museum Educators’ Views About Inquiry Practices: The Aftermath of a Joint Professional Development Course. Journal of Research in Science, Mathematics and Technology Education, 3(1), 3-14.



Allen, L.B., & Crowley, K.J. (2014). Challenging Beliefs, Practices, and Content: How Museum Educators Change. Science Education 98, 84-105.

Astor-Jack, T., McCallie, E., & Balcerzak, P. (2007). Academic and Informal Science Practitioner Views About Professional Development in Science Education. Science Education, 91(4), 604-628.

Ash, D. B., Lombana, J., & Alcala, L. (2012). Changing practices, changing identities as museum educators. In E. Davidsson, A. Jakobsson, (eds.), Understanding Interactions at Science Centers and Museums: Approaching Sociocultural Perspectives, 23–44. Sense Publishers

Buehl, M.M., & Beck, J.S. (2014). The relationship between teachers’ beliefs and teachers’ practices. In H. Fives & M.G. Gill (Eds.), International Handbook of Research on Teachers’ Beliefs, (pp. 66-84). Routledge, NewYork.

Bevan, B., & Xanthoudaki, M. (2008). Professional development for museum educators: Underpinning the underpinnings. Journal of Museum Education, 33(2), 107 – 119.

Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015). Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice. Science Education, 99(1), 98–120.

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DeWitt, J., & Storksdieck, M. (2008). A Short Review of School visits: Key Findings from the Past and Implications for the Future, Visitor Studies, 11(2), 181-197.

Fitzgerald, A., Dawson, V., & Hackling, M. (2013). Examining the beliefs and practices of four effective Australian primary science teachers. Research in Science Education, 43, 981–1003.

Gess‐Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.) Re-examining Pedagogical Content Knowledge in Science Education, 28-42.

Janssen, F.J.J.M., Westbroek, H., & Van Driel, J.H. (2014). How to make guided discovery learning practical for student teachers? Instructional Science, 42(1), 67-90.

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Kisiel, J. (2005). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90(3), 434 – 452. DOI: 10.1002/sce.20117

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Vol. 3 Iss. 1

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Patrice Potvin, Abdelkrim Hasni, & Ousmane Sy

Download: 305, size: 0, date: 06.Jan.2020

Abstract: This article presents the results of a quasi-experimental research that has been conducted by the (Infrastructure of the authors) for two years. This research aimed at increasing student’s interest for science and technology (ST) by enhanced pedagogical interventions, designed by their teachers in the context of a learning community. It also aimed at measuring this possible increase. Results show that three of the four intervention types (scientific inquiry, context-based and project-based learning) had positive effects of various strengths on students’ interest, but that collaborative teaching did not. Hypotheses to explain these results and recommendations are formulated.

Please Cite: Potvin, P., Hasni, A., & Sy, O. (2020). Attempting to Develop Secondary Students’ Interest for Science and Technology Through an In-service Teacher Training Initiative Based on the Principles of the Learning Community. Journal of Research in Science, Mathematics and Technology Education, 3(1), 15-34. DOI:   


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Barmby, P., Kind, M. P., & Jones, K. (2008). Examining changing Attitudes in secondary school science. International journal of science education, 30(8), 1075-1093. doi:  10.1080/09500690701344966

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