All posts by: technovision

About technovision

The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction

Slavica Šimić Šašić

University of Zadar, Croatia

Ana Šimunić

University of Zadar, Croatia

Anita Ivković

University of Zadar, Croatia

Ana Ključe

University of Zadar, Croatia

Download: FULL TEXT PDF
Download: 166, size: 0, date: 06.Jan.2020

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.

Keywords: Teacher professional identity, teacher beliefs, quality of teacher interaction.

To cite this article: Šimić Šašić, S., Šimunić, A., Ivković, A. & Ključe, A. (2018). The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction.  Journal of Research in Science, Mathematics and Technology Education, 1(2), 207-227. doi: 10.31756/jrsmte.125

References

Cornelius-White, J. (2007). Learner-centered teacher-pupil relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.

Domović, V. (2011). Učiteljska profesija i profesionalni identitet učitelja [The teaching profession and professional identity of teachers]. In: V. Vizek Vidović (Ed.), Učitelji i njihovi mentori. Zagreb: Institut za društvena istraživanja.

Domović, V. & Vizek Vidović, V. (2013). Uvjerenja studentica učiteljskog fakulteta o ulozi učitelja, učenika i poučavanju [The beliefs of female pupils of the Faculty of teaching on the role of teachers, pupils, and teaching]. Sociologija i prostor, 197(3), 493-508. Doi 10.5673/sip.51.3.3

Duru, S. (2015). A metaphor analysis of elementary student teachers' conceptions of teachers in student- and teacher-centered contexts. Euroasian Journal of Educational Research, 60, 281-300. Doi: 10.14689/ejer.2015.60.16

Kaye, L.K. & Brewer, G. (2013). Teacher and pupil-focused approaches: Influence of learning approach and self-efficacy in a psychology postgraduate sample psychology. Psychology Learning and Teaching, 12(1), 12-19. Doi 10.2304/plat.2013.12.1.12

Khine, M. S. & Atputhasamy, L. (2005). Self-perceived and students' perceptions of teacher interaction in the classrooms. Singapore: Paper presented at the Conference on Redesigning Pedagogy; Research, Policy, Practice.

Korthagen, F. A. J. (2013). In search of the essence of good teacher: Toward a more holistic approach in teacher education. In: C.J. Craig, P.C. Meijer & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: the evolution of a research community (Advances in Research on Teaching, Volume 19, p.p. 241-273). Emerald group publishing limited.

Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher Education pupils' attitudes to pupil-centred learning: Beyond ‘educational bulimia’. Studies in Higher Education, 28, 321–334. Doi.org/10.1080/03075070309293

Martinez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17, 965–977.   Doi.org/10.1016/S0742-051X(01)00043-9

Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: SRHE and Open University Press.

Saban, A., Kocbeker, B. N., & Saban, A. (2007). Prospective teachers` conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139. doi.org/10.1016/j.learninstruc.2007.01.003

Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher’ In: Denicolo, P. & Kompf, M. (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). Oxford: Routledge.

Schreurs, J. & Dumbraveanu, R. (2014). A shift from teacher centered to learner centered approach. International Journal of Engineering Pedagogy, 4(3), 36-41. Doi.org/10.3991/ijep.v4i3.3395

Šimić Šašić, S. (2012). Kvaliteta interakcije nastavnika i učenika na različitim razinama obrazovanja [The quality of the interaction of teachers and pupils at different education levels]. Doctoral Dissertation. Faculty of Humanities and Social Science, Zagreb, Croatia.

Šimić Šašić, S. & Klarin, M. (2017). Social interactions as self-esteem predictors in young boys and girls of two countries. In: I. Burić (Ed.), 20th Psychology Days in Zadar - Book of Selected Proceedings (pp. 235-246), Zadar: University of Zadar, Department of Psychology.

Thomas, M. (2013). Teachers' beliefs about classroom teaching-teachers' knowledge and teaching approaches. Procedia- Social and Behavioral Sciences, 89, 31-39. Doi.org/10.1016/j.sbspro.2013.08.805

Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607–621. Doi.org/10.1007/s11251-011-9192-3

Trigwell, K. & Prosser, M. (2004). Development and use of the approaches to teaching inventory.  Educational Psychology Review, 16(4), 409-424. Doi.org/10.1007/s10648-004-0007-9

Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and pupils’ approaches to learning. Higher Education, 37, 57–70. Doi.org/10.1023/A:1003548313194

Wubbels, T., Brekelmans, M., Brok, P., & Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In: C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161-1191). Mahwah, NJ: Lawrence Erlbaum.  

Wubbels, T. & Brekelmans, M. (2005). Two decades of research on teacher-pupil relationships in class. International Journal of Educational Research, 43(1-2), 6-24. Doi.org/10.1016/j.ijer.2006.03.003

Wubbels, T., Creton, H., Levy, J., & Hooymayers, H. (1993). The model for interpersonal teacher behavior. In: T. Wubbels & J. Levy (Eds.), Do you know what you look like? (pp. 11-26) London: The Falmer Press.

Wubbels, T., Brekelmans, M., & Hooymayers, H. (1993). Comparison of teachers' and pupils' percepcions of interpersonal teacher behavior. In: T. Wubbels & J. Levy (Eds.), Do you know what you look like? (pp. 57-72). London: The Folmer Press.

Wubbels, T., Creton, H.A., & Hooymayers, H.P. (1985). Discipline problems of beginning teachers, interactional teacher behaviour mapped out. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Vol. 1 Iss. 2

Editorial

Dear Scholar,

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.

Download: FULL TEXT PDF
Download: 163, size: 0, date: 06.Jan.2020
Vol. 1 Iss. 1

Comparisons of Students’ Mathematics and Reading Achievement in Texas: Public versus Charter Schools

Alpaslan Sahin

Research Scientist, USA

Victor Willson

Texas A&M University, USA

Robert M. Capraro

Texas A&M University, USA

Download: FULL TEXT PDF
Download: 172, size: 0, date: 06.Jan.2020

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.

Keywords: Charter Schools; Harmony Public Schools; Mathematics, Reading, and Achievement.

To cite this article: Sahin, A., Willson, V., & Capraro, R. M. (2018). Comparisons of students’ mathematics and reading achievement in Texas: Public versus charter schools. Journal of Research in Science, Mathematics and Technology Education, 1(1), 1-27. doi: 10.31756/jrsmte.111

References

Betts, J. R., & Tang, Y. E. (2008). Charter schools and student achievement: A review of the evidence. In R. J. Lake (Ed.), Hopes, fears, and reality: A balanced look at American charter schools in 2008 (pp. 1-8). Seattle, WA: National Charter School Research Project, Center on Reinventing Public Education. .

Bandeira de Mello, V. (2011). Mapping state proficiency standards onto the NAEP scales: Variation and change in state standards for reading and mathematics, 2005–2009 (NCES 2011-458). National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Washington, DC: Government Printing Office.

Bifulco, R., & Ladd, H. F. (2006). The impacts of charter schools on student achievement: Evidence from North Carolina. Education Finance and Policy, 1(1), 50-90.

Booker, K., Gilpatric, S., Gronberg, T., & Jansen, D. (2007). The impact of charter school attendance on student performance. Journal of Public Economics, 91, 849–876.

Center For Research On Education Outcomes. (2015). CREDO at Stanford university releases Texas statewide charter school study. Retrieved from https://credo.stanford.edu/pdfs/TX%20Release%20July%202015.pdf

Center For Research On Education Outcomes. (2013). Charter school performance in Louisiana. Retrieved from http://credo.stanford.edu/documents/la_report_2013_7_26_2013_final.pdf

Center For Research On Education Outcomes. (2013). National charter school study. Retrieved from http://credo.stanford.edu/documents/NCSS%202013%20Final%20Draft.pdf

Charter School Achievement Consensus Panel. (2006). Key issues in studying charter schools and achievement: A review and suggestions for national guidelines, National Charter School Research Project White Paper Series, No. 2 Seattle, WA.

Deis, A. (2011). Harmony charter system expands in Northwest Austin. 

Retrieved from http://impactnews.com/northwest-austin/239-local-news/13829-harmon-charter-system-expands-in-northwest-austin

Eisenhart, M. A. (1991). Conceptual frameworks for research circa: Ideas from a cultural anthropologist: Implications for mathematics education researcher. Presented at the thirteenth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Blacksburg, VA.

Fiske, E., & Ladd, H. (2000). When schools compete: A cautionary tale. Washington, DC: Brooking Institution.

Fuller, F. (2012). Middle school charters in Texas: An examination of student characteristics and achievement levels of entrants and leavers. Retrieved from https://fullerlook.wordpress.com/2012/08/23/tx_ms_charter_study/

Gronberg, T. J., Jansen, D. W., & Taylor, L. L. (2012). The relative efficiency of charter schools: A cost frontier approach. Economics of Education Review, 31(2), 302-317.

Guo, S., & Fraser, M. W. (2010). Propensity score analysis: Statistical methods and applications. Thousand Oaks, CA: Sage.

Guy, P. J. (2011). Missouri charter schools and educational reform. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (UMI No.3453884)

Lake, R. J. (Ed.) (2009). Hopes, fears, & reality. A balanced look at American charter schools in 2009 (4th ed.). Seattle, WA: University of Washington Bothell.

Morgan, K. (2011). Charter schools establish their niche in Houston. Retrieved from http://www.ultimatekaty.com/stories/238112-community-charter-schools-establish-their-niche-in-houston

Nathan, J. (1996). Charter schools: Creating hope and opportunity for American education. San Francisco: Jossey-Bass.

National Alliance for Public Charter Schools. (2011). A closer look at the charter school movement.  http://www.publiccharters.org/wp-content/uploads/2016/02/New-Closed-2016.pdf

National Center for Education Statistics. (2012). Rural education in America. Retrieved from http://nces.ed.gov/surveys/ruraled/TablesHTML/5localedistricts.asp

Pearl, J. (2009). Causality: Models, Reasoning, and Inference (2nd Ed.). New York: Cambridge Press.

Rosenbaum, P., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 4155.

Shanker, A. (1988, March 31). National press club speech. Retrieved from https://reuther.wayne.edu/files/64.43.pdf

Sass, T. R. (2006). Charter schools and student achievement in Florida. Education Finance and Policy, 1(1), 91-122.

Schmidt, W. H. (2011, May). STEM reform: Which way to go? Paper presented at the National Research Council Workshop on Successful STEM Education in K-12 Schools. Retrieved from http://www7.nationalacademies.org/bose/STEM_Schools_Workshop_Paper_Schmidt.pdf

Taylor, L. L., Alford, B. L., Rollins, K. B., Brown, D. B., Stillisano, J. R., & Waxman, H. C. (2011). Evaluation of Texas charter schools 2009-10. Executive summary. Report prepared for the Texas Education Agency, Austin, TX. Retrieved from http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147502002&libID=2147501996

Texas Education Agency. (2011). Charter schools. Retrieved from http://www.tea.state.tx.us/charters.aspx

Thompson, B. (2006). Foundations of behavioral statistics: An insight-based approach. Guilford Press.

Tuttle, C. C., Teh, B., Nichols-Barrer, I., Gill, B. P., & Gleason, P. (2010). Student characteristics and achievement in 22 KIPP middle schools. Washington, DC: Mathematica Policy Research.

U.S. Department of Education. (2007). Closing the achievement gap: K-8 charter schools. Retrieved from http://www2.ed.gov/admins/comm/choice/charterk-8/report.pdf

Zimmer, R., Gill, B., Booker, K., Lavertu, S., & Witte, J. (2012). Examining charter student achievement effects across seven states. Economics of Education Review, 31(2), 213-224.

Zimmer, R., Gill, B., Booker, K., Lavertu, S., & Witte, J. (2009). Do charter schools “cream skim” students and increase racial-ethnic segregation? Retrieved from http://www.vanderbilt.edu/schoolchoice/conference/papers/Zimmer_COMPLETE.pdf
Vol. 1 Iss. 1

Teaching ICT with the Flipped Classroom Approach in Higher Education Settings

Yiu Chi LAI

The Education University of Hong Kong, Hong Kong SAR, China

Eugenia Mee Wah NG

Lingnan University, Hong Kong SAR, China

Ruiqian YANG

The Education University of Hong Kong, Hong Kong SAR, China

Download: FULL TEXT PDF
Download: 139, size: 0, date: 06.Jan.2020

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.

Keywords: Flipped Classroom; ICT; Pedagogy; Teacher Education.

To cite this article: Lai, Y. C., Ng, E. M. W., & Yang, R. (2018). Teaching ICT with the flipped classroom approach in higher education settings. Journal of Research in Science, Mathematics and Technology Education, 1(1), 29-45. doi: 10.31756/jrsmte.112

References

Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.

Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational psychologist, 39(4), 243-253.

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: International Society for Technology in Education.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceeding of 120th ASEE Annual Conference and Exposition. Atlanta, GA: ASEE.

Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.

Davis, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-Level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580.

Goates, M. C., Nelson, G. M., & Frost, M. (2017). Search strategy development in a flipped library classroom: A student-focused assessment. College & Research Libraries, 78(3), 382-395.

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning. Flipped Learning Network. Retrieved from http://researchnetwork.pearson.com/wpcontent/uploads/WhitePaper_FlippedLearning.pdf

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.

Lee, K.Y., & Lai, Y.C. (2017). Facilitating higher-order thinking with the flipped classroom model: A student teacher's experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(8), 1-14.

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22.

Ng, E. M. W. (2016). The flipped classroom: Two learning modes that foster two learning outcomes. Issues in Informing Science and Information Technology, 13, 15-23.

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85­-95.

Talbert, R. (2014). Inverting the linear algebra classroom. Primus, 24(5), 361-374.

The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 5-8.

Zainuddin, Z., & Halili, S.H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3), 313-340.
Vol. 1 Iss. 1

Children Anxiety towards Mathematics: A Selective Bibliographical Review for Mathematical Education

Raquel Fernández Cézar

Universidad de Castilla La Mancha, SPAIN

Download: FULL TEXT PDF
Download: 155, size: 0, date: 06.Jan.2020

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.

Keywords: Literature review; Mathematics anxiety; Primary education; Young children.

To cite this article: Fernández-Cézar, R. (2018). Children Anxiety towards Mathematics: a selective bibliographical review for mathematical education. Journal of Research in Science, Mathematics and Technology Education, 1(1), 47-61. doi: 10.31756/jrsmte.113

References

Allen, M., & Vallée-Tourangeau, F. (2016). Interactivity defuses the impact of mathematics anxiety in primary school children. International Journal of Science and Mathematics Education14(8), 1553-1566.

Baroody, A., & Coslick, R. T. (1998). Fostering children's mathematical power: An investigative approach to K-8 mathematics instruction. Routledge.

Beasley, T. M., Long, J. D., & Natali, M. (2001). A Confirmatory Factor Analysis of the Mathematics Anxiety Scale for Children. Measurement and Evaluation in Counseling and Development34(1), 14-26.

Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics Anxiety: What Have We Learned in 60 Years?. Frontiers in Psychology7, 508.

Eden, C., Heine, A., & Jacobs, A. M. (2013). Mathematics anxiety and its development in the course of formal schooling—a review. Psychology4(06), 27.

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles66(3-4), 153-166.

Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: an exploratory study. The journal of experimental education81(4), 538-555.

Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.

Hunt, T. E., Bhardwa, J., & Sheffield, D. (2017). Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst UK primary school children. Learning and Individual Differences, 57, 129–132.

Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLoS ONE10(6).

Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and individual differences19(3), 355-365.

McLeod, D. B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for research in Mathematics Education25(6), 637-647.

Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research58, 79-96.

Piaget, J., Inhelder, B., & Szeminka, A. (1960). The child conception of geometry (EA Lurnzer, Trans).  Nueva York.

Picos, A. P., Alonso, S. H., Saez, A. M., & del Rincón, T. O. (2013). Causas y consecuencias de la ansiedad matemática mediante un modelo de ecuaciones estructurales. Enseñanza de las ciencias: revista de investigación y experiencias didácticas31(2).

Price, J. A. B. (2015). Children's Mathematics Anxiety and Its Effect on Their Conceptual Understanding of Arithmetic and Their Arithmetic Fluency (Doctoral dissertation, Faculty of Graduate Studies and Research, University of Regina).

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development14(2), 187-202.

Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions6(1), 1-13.

Vukovic, R. K., Roberts, S. O., & Green Wright, L. (2013). From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education & Development24(4), 446-467.

Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology38(1), 1-10.

Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in psychology3 (162), 1-11. doi: 10.3389/fpsyg.2012.00162

Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science23(5), 492-501.
Vol. 1 Iss. 1

Evaluation of Multimedia Assisted Applications Designed According to 7e Learning Model on Student Opinions

Hakan Saraç

Ministry of National Education, Turkey

Ali Rıza Şekerci

Dumlupinar University, Turkey

* This article, has been presented as an oral statement in the 15th International Primary Teacher Education Symposium (USOS), which took place between 11-14 May-2016, and was prepared by using the author’s doctoral work.

Download: FULL TEXT PDF
Download: 135, size: 0, date: 06.Jan.2020

Abstract: The aim of this study is to indicate students’ views about a research which is oriented towards the phases of 7E learning model and multimedia supported practices in teaching of  some concepts. The research was applied to 5th grade students who are educated  in state school bound to National Education Ministry in the fall semester during the years 2014-2015. In the research, the unit “The Change of Matter” is taught with the help of multimedia supported practices according to 7E learning model. The research is qualitative approach and case study have been applied to this study. As a data collection tool, “Multimedia supported practices’ Process Evaluation Form” which consists of open-ended questions is used.  Content analysis is utilized while analyzing the data obtained from the result of multimedia supported practices’ Process Evaluation Form. At the end of the research, it is revealed that information and communication technology ought to be used more and course materials which are designed so as to appeal more sense organs are important in Science teaching. Moreover, it is pointed out that the phases of 7E learning model frequently arouse curiosity among students. Encouraging students to study in groups makes many beneficial contributions to the communication among students as well as sparking them towards Science course through relating the past knowledge of the students with their daily life.

Keywords: 7E learning model; Information and communication technology; Multimedia; Science teaching.

To cite this article: Sarac, H., & Sekerci, A. R. (2018). Evaluation of Multimedia Assisted Applications Designed According to 7e Learning Model on Student Opinions. Journal of Research in Science, Mathematics and Technology Education, 1(1), 63-89. doi: 10.31756/jrsmte.114

References

Akcay, H., Tuysuz, C., & Feyzioglu, B. (2003). An example of computer-aided teaching science to impact on student achievement and attitudes: The mole concept and Avogadro constant. The Turkish Online Journal of Educational Technology, 2(2), 1303-1321.

Akpınar, E.,& Ergin, O. (2005). The role of science teachers in the constructivist approach. İlkögretim-Online,4(2), 55-64.

Albert, J. L. (2012). Using student-generated animations about water boiling to ımpact student understanding of the particulate nature of matter. NorthCarolina State University. ProQuest, UMI Dissertations Publishing(3520826).

Alessi, S. M.,& Trollip, S. R. (2001). Multimedia for learning: Methods and developments. Needham Heights, Massachusetts: Allyn and Bacon.

Arıkan, F. (2003). The effect on student achievement CSI method of teaching science lessons (Unpublished Master Thesis). Gazi University Institute of Educational Science, Ankara.

Avcıoglu, O. (2008). Investigation of the effects of 7e model on success, in the subject of newton laws of second grade high school students’ physics classes (Master Thesis). Gazi University, Ankara.

Ayvacı, H. S., Abdusselam, Z., & Abdusselam, M. S. (2012). The effect of the animation cartoons supported science education: 6th grade strength explore topics instance. Journal of Educational Research and Training, 1(4), 2146-2169.

Balım, A.G., Turkoguz, S., Aydın, G., & Evrekli, E. (2012). Of science and technology education "material and heat" 7e of the constructivist approach based on the model action plans. Bartin University, Faculty of Education Journal,1(1).

Banerjee, A., S. Cole, E. Duflo, & Linden, L. (2007). Remedying Education: Evidence from Two Randomized Experiments in India. Quarterly Journal of Economics, 122, 1235-1264.

Bilgin, I., Coskun, H., & Aktas, I. (2013). The effect of 5e learning cycle on mental ability of elementary students. Journal of Baltic Science Education,12(5), 592-607.

Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the five E’s: A referent model for constructivist teaching and learning. Research in Science Education, 33(1), 27-42.

Buyukkara, S. (2011). 8th grade student achievement in science and technology courses audio unit of computer simulations and animations with education and its influence on attitudes, (Unpublished Master Thesis). Selcuk University Institute of Educational Science, Konya.

Bybee, R.W. (2003). Achieving scientific literacy: From purposes to practices. Portsmouth, UK: Heinemann.

Chang, H. Y. (2007). Multilevel-multifaceted approach toassessing the impact of technology-mediated modeling practice on student understanding of the particulate nature of matter. University of Michigan, ProQuest, UMIDissertations Publishing, (3276108).

Cepni, S., San, H. M., Gokdere, M., & Kucuk, M. (2001). Examples of activities to the appropriate development of science 7e model structuring theory in mind in teaching. Maltepe University at the beginning of the New Millennium Science Education Symposium in Turkey, Istanbul.

Copur, T., & Mogol, S. (2012). Students' opinions on the use of the collaborative approach in physical education. Gazi Education Faculty Journal, 32(2), 251-266.

Creswell, J.W.,  Plano Clark, V.L. (2011). Designing and conducting mixedmethods research. Los Angeles: Sage.

Dasdemir, I. (2013). Animation of the students to use their academic success and retention of learned knowledge of the impact of science process skills. Kastamonu Education Journal, 21(4), 1287-1304.

Degirmencay, S. A. (2010). Enriched 5e effects on conceptual change teaching model-based guidance materials: Heat diffusion and expansion(Unpublished Ph. D. Thesis). Karadeniz Teknik University, Trabzon.

Demirezen, S. (2010). The effect of 7e model to students achievement, development of scientific process skills, conceptual achievement and retention levels in electrical circuits subject (Doctoral dissertation). Gazi University, Ankara.

Diogo C, António M., & Nilza, C. (2011). Technology Enhanced Learning in Higher Education: Results from the design of a quality evaluation framework. Procedia - Social and Behavioral Sciences, 29, 893-902.

Eisenkraft, A. (2003). Expanding the 5e model. The Science Teacher, 70(6), 56-59.

Ersahan, O. (2007). Determination of effective teaching methods in science 6th class technology community gain the material and environmental gains in student learning area changes (Unpublished Master Thesis). Gazi University Institute of Educational Science, Ankara.

Gregorius, R. M., Santos, R., Dano, J. B., & Gutierrez, J. J. (2010). Can animations effectively substitute for traditional teaching methods? Chemistry Education Research and Practice, 11(4), 253-261.

Gurbuz, F. (2012). The effect of 7e learning model on academic achievements and retention of students in the unit of “electricity in our life” 6th grade science and technology course. (Doctoral dissertation). Ataturk University, Erzurum.

Hırca, N., Calık, M., & Seven, S. (2011). 5e models for students with the conceptual change according to developed materials and physical impact on attitudes towards the course: "Work, power and energy" unit instance. Journal of Turkish Science Education, 8(1), 139-152.

Kali, Y. & Linn, M. C. (2008). Designing effective visualizations for elementary school science. Elementary School Journal, 109(2), 181-198.

Kaman, A. (2012). The video films made by students of science and technology impact on the course of success teaching (Master Thesis). The central thesis of Higher Education Institutions. (328898).

Karaagaclı, M., & Mahiroglu, A. (2005). Evaluation of Constructivist teaching technology in terms of education. Gazi University Faculty of Industrial Arts Education Journal, 16, 47-63.

Karaduman, B. (2008). Study Education 6th grade science and technology lesson "granular structure of matter" in the teaching of the unit, and based on computer-aided teaching methods, academic success and retention effec, (Unpublished Master Thesis). Cukurova University Institute of Social Science, Adana.

Kocak, C., & Onen, A. S. (2012). Be evaluated in the context of daily living concept of chemistry topics. Hacettepe University Faculty of Education Journal, 42, 262-273.

Miles, M.B., & Huberman A.M. (2002). Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage

Minaslı, E. (2009). Science and technology course material taught in the structure and properties of the unit and the success of the simulation model used, the effect of concept learning and remembering  (Unpublished Master Thesis). Marmara University Institute of Educational Science, Istanbul.

Muri, S. R. (2011). Measuring the impact of multimedia on studentachievement in the area of science education. Wingate University, ProQuest, UMIDissertations Publishing, (3486888).

Ozmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.

Palic Sadoglu, G., & Akdeniz, A. R. (2015). Modern Physics Teacher and Student Views on the Utilization of the 7e Learning Model of Instruction. Ziya Gokalp Dicle University Faculty of Education Journal, 25, 1-30.

Pektas, H. M., Celik, H., Katrancı, M., & Köse, S. (2009). In teaching the 5th class in sound and lighting unit of the computer-aided teaching effect on student achievement. Kastamonu Education Journal,17(2), 649-658.

Perkins, K., Moore, E., Podolefsky, N., Lancaster, K., & Denison, C. (2011). Physical science in secondary school grade phet simulation research based strategies for the use of the right. Physics Education Research Conference, 1413, 295-298.

Polyiem, T., Nuangchalerm, P., & Wongchantra, P. (2011). Learning Achievement, Science Process Skills, and Moral Reasoning of Ninth Grade Students Leaned by 7e Learning Cycle and Socioscientific Issue-based Learning. Australian Journal of Basic and Applied Sciences5(10), 257-564.

Popejoy, K. (2007). The impact of technology on teaching and learning in an elementary science classroom. The University of British Columbia, Canada. ProQuest, UMI Dissertations Publishing, (26775).

Pradhan, H. C., & Mody, A. K. (2009). Constructivism applied to physics teaching for capacity building of undergraduate students. University News, 47(21), 4-10.

Saglam, M. (2006). 5e activity to the development of light and sound unit and evaluation of effectiveness(Unpublished Ph. D. Thesis). Karadeniz Technical University, Institute of Science and Technology, Trapzon.

Sarac, H. (2015). The effect of multimedia supported aplications designed according to 7e model on students' learning products at fifth grade science course " changing states of matter" unit. (Unpublished Ph. D. Thesis). Dumlupınar University Institute Of Educational Science, Kutahya.

Shaheen, M. N. U. K., & Kayani, M. M. (2015). Improving Students’ Achievement in Biology using 7e Instructional Model: An Experimental Study. Mediterranean Journal of Social Sciences6(4), 471.

Song, H., & Kang, T. (2012). Evaluating the Impacts of CT Use: A Multi-Level Analysis with Hierarchical Linear Modeling. Turkish Online Journal of Educational Technology - TOJET, 11(4),132-140.

Teddlie, C., & Yu, F. (2013). Mixed methods sampling a typology with examples. Journal of mixed methods research7(2).

Tlhoaele, M., Hofman, A., Winnips, K., & Beetsma, Y. (2015). Exploring the relationship between factors that contribute to interactive engagement and academic performance. Journal of Education and Training, 2(1), 61-80.

Turkan, S. (2010). Grade 7 students' academic achievement in our life power unit to investigate the effect of animation on attitudes towards science and technology courses (Master Thesis). The central thesis of Higher Education Institutions. (277981).

Yenice, E. (2014). The effect of 7e model of the constructivist approach to the success of students’ about meiosis and mitosis division and permanence of their knowledge. (Master Thesis). The central thesis of Higher Education Institutions. (354519).

Yıldırım, A., & Şimşek, H. (2011). Qualitative research methods in the social sciences. Ankara:

Seckin Publishing.
Vol. 1 Iss. 1

Real and ideal perception of the intelligent classroom environment of future teachers

Carlos Hervás-Gómez

University of Seville, Spain

Purificación Toledo-Morales

University of Seville, Spain

Download: FULL TEXT PDF
Download: 107, size: 0, date: 06.Jan.2020

Abstract: The proliferation of information and communication technology tools in the last years has led many teachers to review the way they teach and structure their learning environments. The growth of technological applications in teaching and the training of future teachers is not only gaining momentum; it is also becoming an important part of the current educational scene. The objectives of this study were to adapt and validate the Real and Ideal Intelligent Classroom Questionnaires (REQSC) and (IEQSC), and to determine if there were significant differences in the perception that future teachers had of the real and ideal environment of intelligent classrooms. A quantitative cutoff methodology was used, applying the factor analysis. The results indicated that both questionnaires showed a valid and reliable internal consistency and that the real and ideal perceptions of the use of technology as a learning tool and access to information make it clear that it is currently being used correctly, that they have adequate skills to carry out research of different topics.

Keywords: Classroom Environment; Information and Communication Technology; Technological Education; Technological Innovations; Higher Education.

To cite this article: Hervás-Gómez, C., & Toledo-Morales, P. (2018). Real and ideal perception of the intelligent classroom environment of future teachers. Journal of Research in Science, Mathematics and Technology Education, 1(1), 91-111. doi: 10.31756/jrsmte.115

References

Aldridge, J. M., Dorman, J. P., & Fraser, B. J. (2004). Use of multitrait-multimethod modelling to validate actual and preferred forms of the Technology-Rich Outcomes-Focused Learning Environment Inventory (Troflei). Australian Journal of Educational and Developmental Psychology, 4, 110–125.

Baoping, L., Siu Cheung, K., & Guang, C.(2015). Development and validation of the smart classroom inventory. Smart Learning Environments, 2(3). http://doi.org/10.1186/s40561-015-0012-0

Bhagat, K. K., Wu, L. Y., & Chang, C. (2016). Development and validation of the perception of students towards online learning. Journal of Education Technology & Society, 19(1), 350–359.

Dogan, B., & Camurcu, A.Y. (2008). Association Rule Mining from an Intelligent Tutor. Journal of Educational Technology Systems, 36(4), 433-447. http://doi.org/10.2190/ET.36.4.f

Giannakos, M. N., Sampson, D. G., & Kidziński, Ł. (2016). Introduction to smart learning analytics: foundations and developments in video-based learning. Smart Learning Environments, 3(1), 1-9. http://doi.org/10.1186/s40561-016-0034-2

Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education, 13(4), 489-505. http://doi.org/10.1080/0963928042000306837

Hedberg, J. G. (2014). Extending the Pedagogy of Mobility. Educational Media International, 51(3), 237-253. http://doi.org/10.1080/09523987.2014.96844

Hwang, G. H., Chu, H. C., Chen, B., & Cheng, Z. S. (2014). Development and evaluation of a web 2.0-Based ubiquitous learning platform for schoolyard plant identification. International Journal of Distance Education Technologies (IJDET), 12(2), 83-103. http://doi.org/10.4018/ijdet.2014040105

Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5 (1278), 1-11. http://doi.org/10.3389/fpsyg.2014.01278

Kumara, G. W., Wattanachote, K., Battulga, B., Shih, T. K., & Hwang, W.-Y. (2015). A Kinect-Based Assessment System for Smart Classroom. International Journal of Distance Education Technologies, 13(2), 34-53. http://doi.org/10.4018/IJDET.2015040103

Lathama, A., Crocketta, K., McLeana, D., & Edmondsb, B. (2012). A conversational intelligent tutoring system to automatically predict learning styles. Computers & Education, 59 (1), 95–109. http://doi.org/10.1016/j.compedu.2011.11.001

Lee, J., Lee, H., & Park, Y. (2013). The Smart Classroom: Combining Smart Technologies with Advanced Pedagogies. Educational Technology, 53(3), 3-12. http://eric.ed.gov/?id=EJ1014084

Lee, J., Zo, H., & Lee, H. (2014). Smart Learning Adoption in Employees and HRD Managers. British Journal of Educational Technology, 45(6), 1082-1096. http://doi.org/10.1111/bjet.12210

Li, B.P., & Kong, S.C. (2014). Technology intelligence of the smart learning environment: a content analysis of publications in the past decade. Paper presented at The 18th Global Chinese Conference on Computers in Education, East China Normal University, China.

Li, B.P., Kong, S.C., & Chen, K.G. (2015). Development and validation of the smart classroom inventory. Smart Learning Environments, 2 (3), 3-18. http://doi.org/10.1186/s40561-015-0012-0

Lin, Y. T., Huang, Y. M., & Cheng, S. C. (2010). An automatic group composition system for composing collaborative learning groups using enhanced particle swarm optimization. Computers & Education, 55(4), 1483-1493. http://doi.org/10.1016/j.compedu.2010.06.014

Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27 (1), 27-52. http://dx.doi.org/1010.1080/03075070120099359

Moos, R.H. (1974). The Social Climate Scales: an overview. Palo Alto, CA: Consulting Psychologists Press.

Noh, K.S., Ju, S.H., & Jung, J.T. (2011). An exploratory study on concept and realization conditions of smart learning. Korean Journal of Digital Policy & Management, 9(2), 79-88. http://www.koreascience.or.kr/article/ArticleFullRecord.jsp?cn=DJTJBT_2011_v9n2_79&ordernum=7

Oliver, R., Herrington, J., & Mcloughlin, C. (2014). Exploring the Development of Students’ Generic Skills Development in Higher Education Using A Web-based Learning Environment. Education, (May 2014).

Özyurt, Ö., Özyurt, H., Baki, A., & Güven, B. (2013). Integration into mathematics classrooms of an adaptive and intelligent individualized e-learning environment: implementation and evaluation of UZWEBMAT. Computers in Human Behavior, 29 (3), 726–738. http://doi.org/10.1016/j.chb.2012.11.013

Ramamuruthy, V., & Rao, S. (2015). Smartphones Promote Autonomous Learning in ESL Classrooms. Malaysian Online Journal of Educational Technology, 3(4), 23-35. http://files.eric.ed.gov/fulltext/EJ1085930.pdf

Specht, M., Ternier, S., & Greller, W. (2011). Dimensions of Mobile Augmented Reality for Learning: A First Inventory. Journal of the Research Center for Educational Technology, 7(1), 117-127. http://hdl.handle.net/1820/4008

Sykes, E.R. (2014). New Methods of Mobile Computing: From Smartphones to Smart Education. TechTrends: Linking Research and Practice to Improve Learning, 58(3), 26-37. http://search.proquest.com/docview/1651858928?accountid=14744

Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570-585. http://doi.org/10.1016/j.compedu.2013.02.014

Yang, Y., Leung, H., & Yue, L. (2013). Generating a two-phase lesson for guiding beginners to learn basic dance movements. Computer & Education, 61(1), 1–20. http://doi.org/10.1016/j.compedu.2012.09.006

Zhao, J.T. (2008). Research university faculty perceptions of smart classroom technologies (Intellectual Property Publishing House, Beijing, pp. 3-15. http://search.proquest.com/docview/305356528
Vol. 1 Iss. 1