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.
All posts by: technovision
Abstract: In this study a game-based learning approach was introduced among students and teachers. Several chemistry games and a survey method were used as a tool to obtain insight into students’ knowledge about ionic bonding, to learn about the students’ and teachers’ perceptions related to this teaching method and to get insights into the misunderstanding and misconceptions that students might have. Students were tested on the ionic bonding test and both students and teachers anonymously filled in a questionnaire to express their perceptions about the game-based learning approach. Students achievements on the test were satisfactory; the mean score was 11.31 out of 15 (or 75.33 %). Most comments regarding the lesson itself were positive, stating that the lesson was well planned, interesting and very helpful. The usage of games in chemistry classroom was proven to be an excellent way to motivate students, to provide active engagement and discussion among students and to develop skills to solve problems.
Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics
Abstract: The purpose of this study was to examine whether practicing self-regulation strategies involved setting goals, self-evaluation and self-correction on formative tests improved students’ positive attitudes toward learning mathematics. The students’ attitudes toward mathematics were measured of the factors in their perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward their learning. The study also aimed at exploring self-regulation characteristics of different performing groups of mathematics achievement so that appropriate instructional design can be introduced and imposed within the mathematics classroom. The study utilized a one-group pretest-posttest design for exploratory purposes. The self-regulation strategies were introduced to 46 tenth-grade secondary students. Their perceived motivation, confidence, anxiety, usefulness of the subject, and perception about teacher’s attitude were measured as the pretest measures before they were trained with setting goals, self-evaluation, and self-correction strategy training. These measures of the factors were compared at the end of the academic year. The study found that students’ perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward student learning were significantly different after they underwent the training. The high-performing group of students was more confident, motivated, less anxious, and highly engaged in self-reflection as compared to their counterparts, low-performing group of students. In addition, students’ confidence, motivation, anxiety, and engagement in self-reflection were found significantly correlated with mathematics performance.
Abstract: Conceptual understanding of properties of operations is an important element of algebraic thinking in primary school. Mathematical processes should be focused rather than mathematical products starting from primary school. The purpose of this study was to examine the Year Five pupils’ understanding of relationship between addition and subtraction. Researchers utilized quantitative approach to investigate Year Five pupils’ conceptual understanding of addition and subtraction. Pencil and paper-based assessment consisting of three items was employed to collect the data. The three items comprised direction of change and relationship between addition and subtraction items. The three items also consist of reasoning sections. This article reports the analysis of the responses of 720 Year Five pupils from a district of Malacca. The findings showed the majority of the sample were unable to perform well for the items testing relationship between addition and subtraction. They could not work with addition and subtraction properties. The majority of them were also unable to provide conceptual reasoning for their answer. Only about half of the sample were aware about the inverse relationship of addition and subtraction.
Abstract: Computational Thinking (CT) is an increasingly interesting educational trend, since it is currently thought that the next generation will need to master this skill in order to succeed in modern life. At the same time, research indicates that motivation is a key element that affects the effectiveness of educational processes. Consequently, educators should take into account this fact when designing teaching sequences. In this paper, we present a robotics-based instruction for third-grade students aimed at introducing computational thinking ideas. The experience was carried out with 63 students. An assessment of different indicators concerning learning outcomes, such as mental rotation or computation thinking gains, was performed. In particular, from a motivational perspective, a test developed by Keller (1983; 1987; 2010) was employed in order to assess four dimensions: attention, relevance, confidence and satisfaction. Results show the participants’ high motivation after working with robot computational ideas. These results may eventually support the use of educational robotics in order to promote students’ development of computational thinking in primary schools.
The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction
Abstract: The literature and research results suggest that teachers’ behavior in the classroom is under the strong influence of teachers’ beliefs about their own role in the educational process. The aim of this study was to examine the perception of teacher’s professional roles and teacher’s beliefs about teaching, and their correlation with the quality of teacher interaction. The study was conducted on a sample of 99 primary school teachers. The perception of the role of teachers and pupils was examined by the metaphor technique, and the Approaches to Teaching Inventory and Questionnaire on Teacher Interaction were applied. The results show that teacher beliefs differ depending on the research approach. The qualitative approach shows a dominant protective – traditional orientation in understanding the role of a teacher, and a typical traditional orientation in understanding the role of pupils, while the quantitative approach based on teacher self-assessments points to the dominance of the constructivist approach focused on the pupil. There was also a weak correlation between teacher beliefs and teacher interpersonal behavior, which is considered in the context of data collection technique, teacher self-assessments.
We are pleased to publish the first issue of the Journal of Research in Science, Mathematics and Technology Education (JRSMTE). JRSMTE is an excellent example of international collaboration of researchers. It is born with the cooperation of 32 scholars from 22 different countries. Establishing the editorial board took about 6 months. The quality of a journal is in a way reflective of the quality of its editors and editorial board, and its members. That is why, we generally invited and accepted the predominant scholars as editors around the world.
Comparisons of Students’ Mathematics and Reading Achievement in Texas: Public versus Charter Schools
Abstract: In the past two decades, charter schools have become increasingly prevalent and popular in the U.S. education landscape. The purpose of this study is to examine the Texas Assessment of Knowledge and Skills [TAKS] school level mathematics and reading test scores performances over time by school types. The specific research questions are: how does student academic performance differ for students enrolled in charter schools from non-charter public schools? How does minority student academic performance differ by each of the three comparison school types for minority students? The sample consisted of 7,220 Texas schools including charter schools. A hierarchical regression model with propensity scores as covariates and school type as the primary grouping variable formed the basic analysis. Public schools did not significantly differ from charter schools in terms of achievement. Charter and public schools traded performance across grades and subjects. We found that a multi-school charter system, Harmony Public Schools [HPS], consistently produced better achievement at grades 6-11 on mathematics and reading for all students. Findings and implications are discussed in light of developing more systematic studies to examine charter school systems.
Abstract: In this study, three design cycles have been conducted in three different courses taught by the research team members at the Education University of Hong Kong. The duration of the research spanned two years and all courses were ICT related. In the first case, we focused on how to implement the flipped classroom in the lesson while in the second and third cases, we put more emphasis on the technology issues and assessment strategies in a flipped classroom. The findings show that the flipped classroom approach can be applied to courses in higher education settings. In ICT related courses, the technology issue is not a problem as the technical hurdle is low and the course lecturers should be more ICT educated. Thus, we can implement this approach in courses focused on learning ICT, learning to teach with ICT or learning to teach ICT.
Abstract: Anxiety towards mathematics is a crucial aspect influencing children cognition, and so children comprehension of any mathematical concept. In this paper it is presented a bibliographical review of the research on this issue in the last century. All the papers are authored by researchers from fields such as psychology or neuropsychology, and none from mathematical education. The conclusion emphasizes that more collaboration between these researchers and mathematical educators is needed in order to design elementary mathematics programs, to implement instruction and to improve children mathematical education.