Vol. 2 Iss. 1

STEM Education and Research in a Changing World: Our Social Responsibility

Lucy Avraamidou

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At the awaking of the third millennium, in the here and now, the world finds itself facing a series of challenges, such as climate change, poverty, inequality, refugee crisis, unemployment, and so on, and so on. These global challenges raise a number of questions for STEM education and research: What should we teach our children? What knowledge and skills will our children need to have in 2050? How can we utilize scientific and technological knowledge to address global challenges? How can we think beyond the here and now in order to prepare ourselves for the future societies? Essentially, two questions are raised for STEM researchers: (a) what is the role of STEM education and research in a constantly changing world? and, (b) How does STEM shape our societies and how are our societies shaped by STEM?

Vol. 2 Iss. 1

Reliability of ACCUPLACER Score in Predicting Success in Quantitative Reasoning Course

Santhosh Mathew, & Upasana Kashyap

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Abstract: The purpose of this study was to determine the correlation between the ACCUPLACER placement test score (elementary algebra) and the student success in the quantitative reasoning course at Regis College. Our study points to a weak but significant correlation between the ACCUPLACER placement score and the student success in the quantitative reasoning course. We propose that an in-house placement system based on the unique requirements of the institution will be a much more effective approach to place the students at appropriate levels of instruction.

Keywords: ACCUPLACER; College Placement; Quantitative Reasoning; Freshmen Level Mathematics; Assessment of Student Preparedness

Please Cite: Mathew, S., & Kashyap, U. (2019). Reliability of ACCUPLACER score in predicting success in Quantitative Reasoning Course. Journal of Research in Science, Mathematics and Technology Education, 2(1), 1-7. DOI: https://doi.org/10.31756/jrsmte.211             


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              http://professionals.collegeboard.com/higher- ed/placement/ACCUPLACER.

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ACCUPLACER Reliability & Validity (2015, May 20). Retrieved from https://accuplacer.collegeboard.org/sites/default/files/accuplacer-realiability-validity.pdf

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Ngo, F., & Kwon, W. W. (2015). Using multiple measures to make math placement decisions: Implications for access and success in community colleges. Research in Higher Education, 56(5), 442-470.

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Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? (CCRC Working Paper No. 41). New York, NY: Columbia University, Teachers College, Community College Research Center.

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Vol. 2 Iss. 1

Framework for the Parallelized Development of Estimation Tasks for Length, Area, Capacity, and Volume in Primary School – A Pilot Study

Dana Farina Weiher

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Abstract: The purpose of this study is to present a framework for the development of parallelized estimation tasks for the visible measures length, area, capacity, and volume. To investigate if there are differences between the estimation types of task, a written estimation test for 3rd- and 4th-graders was developed. It includes eight different types of task for each measure. The percentage deviation of the estimated value from the real value (the measured size) of 137 students indicates that there are differences between the four measures as well as within the types of task that affect over- and underestimation and the estimation accuracy. Further research could address relations between the estimation of visible measures and the investigation of more characteristics in an estimation task, using a written estimation test that is based on this valid framework.

Keywords: Estimation test; Estimation tasks; Measurement estimation; Parallelized items; Visible measures

Please Cite: Weiher, D. F. (2019). Framework for the Parallelized Development of Estimation Tasks for Length, Area, Capacity, and Volume in Primary School – A Pilot Study. Journal of Research in Science, Mathematics and Technology Education, 2(1), 9-28. DOI: https://doi.org/10.31756/jrsmte.212     


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D’Aniello, G. E., Castelnuovo, G., & Scarpina, F. (2015). Could Cognitive Estimation Ability Be a Measure of Cognitive Reserve? Frontiers in Psychology, 6, 1-4. doi: http://dx.doi.org/10.3389/fpsyg.2015.00608

Heinze, A., Weiher, D. F., Huang, H.-M., & Ruwisch, S. (2018). Which Estimation Situations are Relevant for a Valid Assessment of Measurement Estimation Skills? Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). Umeå, Sweden: PME.

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Hogan, T. P., & Brezinski, K. L. (2003). Quantitative Estimation: One, Two, or Three Abilities? Mathematical Thinking and Learning, 5 (4), 259-280. doi: http://dx.doi.org/10.1207/S15327833MTL0504_02

Joram, E. (2003). Benchmarks as Tools for Developing Measurement Sense. In D. H. Clements & G. Bright (Eds.), Learning and Teaching Measurement. 2003 Yearbook (pp. 57-67). Reston, VA: National Council of Teachers of Mathematics.

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Vol. 2 Iss. 1

Using e-learning in pre-service English teacher education in Chinese fourth-tier cities: An exploratory study

Ruiqian Yang & Yiu Chi Lai

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Abstract: Nowadays, e-learning is widely adopted in all education sectors, but different teachers utilize different strategies to teach their students. In the field of teacher education, views on the ways in which e-learning can be used are also varied. It is worth exploring how to implement e-learning in courses and how student teachers can apply the e-learning strategies they learned during their own field experience courses. A better understanding of the current practice will not only help teacher educators and student teachers to understand relevant pedagogical approaches in regard to e-learning, but will also enable student teachers to learn how to use appropriate e-learning strategies in their classes. This study explores the e-learning strategies adopted in teacher education courses for pre-service English teachers in mainland China, with a focus on Chinese fourth-tier cities. A total of 475 student teachers were involved and a mixed-method research approach was adopted. Both qualitative and quantitative data were collected via questionnaires and interviews. The findings can enhance the current understanding of the common strategies used in e-learning in English pre-service teacher education courses in Chinese fourth-tier cities. We also give some suggestions for better future e-learning pedagogical approaches.

Keywords: Chinese fourth-tier cities; e-learning; Pre-service teacher education

Please Cite: Yang, R. & Lai, Y., C. (2019). Using e-learning in pre-service English teacher education in Chinese fourth-tier cities: An exploratory study. Journal of Research in Science, Mathematics and Technology Education, 2(1), 29-57. DOI: https://doi.org/10.31756/jrsmte.213           


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Vol. 2 Iss. 1