South African students continue to perform exceptionally poorly on international benchmarking science tests, such as the Trends in International Mathematics and Science Study (TIMSS). Research indicates various reasons underpinning this underperformance, such as a lack of student motivation to learn science and a dearth of teachers’ content knowledge. We have developed a mobile science game for Grade 5 educators and students, drawing on cultural-historical principles of teaching/learning, and this paper outlines our development of this game.
Amidst the COVID-19 pandemic, educational institutions underwent a significant transition from traditional face-to-face instruction to online learning, posing novel challenges for science teachers. This study sought to investigate the hurdles encountered by science teachers in the realm of online science instruction. Employing a quantitative methodology, data were gathered from 59 science teachers employed within a public school system situated in a Midwestern state. The findings unveiled several primary barriers to effective online science instruction, encompassing limited student engagement, technical difficulties, diminished face-to-face interaction, insufficient teacher training, and resource inadequacies. These impediments have adversely impacted teacher confidence levels and compromised the quality of science education delivery. Teachers articulated a pressing need for enhanced professional development opportunities, technical assistance, and improved access to resources to fortify their online teaching competencies. The study's outcomes furnish valuable insights into the multifaceted challenges confronting science teachers in the online teaching landscape, thereby informing the formulation of targeted strategies and supportive mechanisms to surmount these barriers.
Artificial Intelligence (AI) has revolutionized education by enabling personalized learning, automating administrative tasks, and enhancing instructional strategies. This paper explores the applications of AI in teaching and assessment, highlighting its potential to create dynamic, inclusive, and efficient educational environments. It emphasizes the crucial role of teachers and educators in leveraging AI tools to enhance their instructional practices and support student learning. In addition, it provides some practical examples from science education. Ethical considerations and future implications are discussed to ensure equitable and effective AI integration in education.
This paper presents research activity on computer-based mathematics learning to study the effectiveness of open-source teaching computer platforms (Canvas) in computer-assisted instruction. We designed a set of multiple-choice online quizzes as a dynamical flow-chart of possible paths to follow while solving a difficult math problem on differential operators, Fourier series of partial differential equations of mathematical physics. At each step in the quiz the student is helped to resolve the partial question and then the dynamical flow-chart directs the student to either repeat the calculations or conclusions for that local answer, or go to a certain file library with content to read, or even directed solve an extra additional mini-quiz on the side, usually related to prerequisite knowledge, and then come back at the same point in the main quiz. This type of computer algebra assisted assignment allows the conversion of traditional paper and pencil math answers from analog form into digital form, so the assessments can be easily processed and graded as multiple-choice quizzes.
This study aims to evaluate the effectiveness of the online learning platform Brilliant.org in improving the academic performance of 60 tenth-grade students from four public schools in the city of Barranquilla, Colombia. A quasi-experimental design with two groups will be used: an experimental group that will use Brilliant.org platform to learn linear algebra and matrix operations, and a control group that will learn through video explanations and other resources not related to Brilliant.org. The academic performance of the students will be measured before and after using the platform, and qualitative data will be collected through focus groups with each student group at the end of the research. Advanced statistical analysis based on numerical responses will be used, including a t-test to compare mean differences between the two groups, an analysis of variance (ANOVA) to compare mean differences between more than two groups, and a regression analysis to determine the relationship between variables. The results may demonstrate a significant improvement in the academic performance of students who use the platform compared to the control group. This study can contribute to current knowledge about the effectiveness of online learning platforms in the academic performance of secondary school students in Colombia.
This article focuses on integration of the technology of iSENSE into the secondary education as a teaching and learning tool to design, develop, and infuse digital learning experiences that utilize technology. The objective of each lesson was to use this application to achieve redefinition, create new tasks previously inconceivable, and transform the education process using the SAMR model as presented by Dr. Ruben Puentedura. The objective was to create higher-order thinking tasks that have a significant impact on student learning. Data was collected from high school biology, chemistry, and biotechnology classrooms and integrated into lessons using iSENSE, a web based program, created from a collaborative effort of the University of Massachusetts Lowell and Machine Science Inc, for compiling, sharing, visualizing and analyzing data. Through our research, we were able to conclude that the utilization of iSENSE technology helps students manipulate data to gain a deeper understanding of math and science concepts and encourages further research in the 9-12 classroom.
The aim of this paper is to explore the use of function graphs to model a given picture of the Golden Gate Bridge, an iconic architectural structure located in San Francisco. This illustration is sourced from the guide on drawing the Golden Gate Bridge (“How to Draw the Golden Gate Bridge”, n.d.). We use the digital graphing calculator Desmos. We have used about 200 variations of linear, quadratic, circle equations and hyperbolic func- tions.
Interest in using mathematics and science videos in educational settings has surged in recent years. Yet there remains a gap in researchers’ understanding of the ways in which students make sense of the ideas expressed in the videos. In this study, thematic analysis was used to identify how eight high school students made sense of and engaged with the mathematics expressed in a series of dialogic instructional videos. The videos feature a pair of high school students engaged in unscripted conversations as they tackle problem-solving tasks designed to motivate a quantitative meaning for algebraic expressions. The results present three themes that capture how the learners made sense of the mathematical meanings from the videos. The first theme investigates two categories of learners’ interpretations of the mathematics from the videos. The second theme explores four ways in which viewers were unreceptive to the mathematics in the videos. The third theme captures the change in mathematical meaning experienced by some learners while rewatching and discussing the videos. The variety and nature of ways the learners made sense of and engaged with the videos suggests that new models for classroom and online use be developed that structure and support viewers’ interactions with videos.
Virtual reality learning objects are representative of promising immersive, interactive technologies that may have the potential to support increased accessibility to learning. Evaluating the experiences of educators’ and students’ in using these tools within the educational process is not only critical for ensuring that technology integration is effective in generating positive learning outcomes, but is an integral component of instructional design. We examined an educator and students’ perceptions of learning, engagement, and the design quality of a virtual reality learning object within the instructional experience, to include evaluating students’ affective dispositions. Participants included one educator and 14 students enrolled in a neuroscience course at a STEM school. We employed a mixed-methods study design to interview the educator and survey the students. Technological challenges, inclusive of connectivity issues, that included blurriness and lagging impacted students’ affective dispositions towards using the virtual reality learning object. Students’ experience of negative affect was associated with behavioral and cognitive disengagement towards interacting with the virtual reality learning object in the classroom. Findings illustrate the importance of ensuring educators and schools have appropriate technological supports and infrastructure to support the integration of immersive technological tools in schools.
In the ever-evolving landscape of education, the integration of Information and Communication Technology (ICT) has emerged as a transformative force, reshaping the way we teach and learn across various disciplines. Among these disciplines, physics stands as a particularly fertile ground for harnessing the power of ICT to enhance teaching methodologies, engage students, and unlock a deeper understanding of the fundamental laws that govern our universe. The present communication delves into the multifaceted realm of enhancing physics teaching through ICT, exploring the myriad ways in which digital tools, simulations, online resources, and collaborative platforms have revolutionized the pedagogical landscape.
First-year college students experience difficulties in understanding the concepts of derivatives and integrals. At the postsecondary level, the use of static visualization and other traditional instruction delivery methods often are unable to meet students’ needs in calculus. This problem is current and essential in the field of education and needs consideration to enhance the method of teaching calculus. The rationale for this study was to scrutinize the effects of Maple dynamic visualization instructional activities, within the framework of the animation-visualization theory, on students’ conceptual and procedural understanding of differential and integral calculus. The usage of a quantitative 2x2 factorial pretest-posttest control group quasi-experimental mixed design, with multivariate analysis of variance for data (de-identified list of 81 students’ test scores on derivatives and integrals) analyses, helped examine the relationships between the research variables. Results showed that the Maple dynamic visualization group, significantly (p < 0.001), outperformed the non-Maple static visualization group with a significant interaction between the groups with a substantial effect size of at least 0.27. This study augments the body of evidence that supported the efficacy of animated visuals over static visuals in producing more exceptional academic performance. A future researcher should use the random assignment to groups to minimize the possibilities of nonequivalent groups and the same measure for pretest and posttest. This study provides a groundwork for positive social change to reach a shared vision in education, enable learners to gain skills in calculus, and prepare students in and for science, technology, engineering, and mathematics majors and careers.
This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers’ math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze data. The findings of this study showed that a productive and satisfactory student-teaching experience could remove student teachers’ math anxiety. In addition, elementary student teachers’ poor student-teaching experiences negatively affected their motivation in teaching. This study also found that the mentors’ role was a vital part of student teachers’ success. This study concludes that the teacher education department and the school district need to work collaboratively to develop every elementary teacher’s math teaching skill.
This quasi-experimental research study examines whether the use of Assessment and Learning in Knowledge Spaces (ALEKS), an ITS, shows a statistically significant improvement in students' mathematics achievement than traditional teacher-led instructions. This non-randomized research study measured the efficacy of ALEKS on 'underachieving students' mathematics achievement among 158 (60 in teacher-led group and 98 in ALEKS-led group) 8th-grade students. A pretest and posttest were employed between teacher-led instructions versus ALEKS-led instructions from two consecutive years. During the first year, only McGraw's curriculum "Reveal" was used with no use of ALEKS. In the second year, the school implemented ALEKS as a supplemental tool in a math support class for fifty minutes every other day for a year to provide instruction to struggling students along with McGraw's curriculum "Reveal." We also compare the results of five years of End of Grade (EOG) without ALEKS with one-year EOG with the use of ALEKS. Data were analyzed using paired t-test and analysis of covariance (ANOVA) to evaluate the efficacy of ALEKS on students' mathematics achievement. We find that the results of ALEKS-led and teacher-led instructions are highly statistically significant. The results show that teacher-led instructions are more effective because of higher test scores and lower variance for teacher-led instructions.
The use of digital technologies opens for students not only different ways to share and discuss their ideas with peers, but also offers a set of affordances to represent, explore, and solve mathematical problems. What type of reasoning do high school students develop and exhibit when they systematically use a Dynamic Geometry System (GeoGebra) to work on word problems? To address this question, a problem-solving learning scenario was designed and implemented in which high school students relied on GeoGebra affordances to represent, explore, and solve word problems. In this process, they recognized that all types of word problems (rate/distance-time problems, percent word problems, age problems, etc.) involve a ratio of quantities or parameters that could be represented, explored, and eventually solved them geometrically. This exploration led them to identify relationships associated with those parameters that were analysed via finding loci and expressing their parametrization to solve word problems both geometrically and algebraically.
Face to face activities designed to increase interest in space science through the use of engaging, hands-on innovative technologies declined in 2020 and 2021, due to COVID-19. In response, the development team at a large university created an online challenge in which students who may be restricted from returning to the classroom can participate in space science content in an interactive way. The challenge uses augmented reality, virtual reality, brief informational videos, as well as programming activities for drones and robots. This paper focuses on groups who have been shown to be underrepresented in STEM careers in the US including Hispanics, Native Americans and women. Findings from 209 6th grade students from a rural school district in the midwestern US indicated that Hispanic students reported higher means in many areas than the group of participants as a whole and especially in their dispositions toward space science following the activity. Native American students, although small in number, displayed high dispositions toward space science as well. Gender by ethnicity differences emerged and are also discussed.
Information and Communication Technology (ICT) implementation in education is a national priority in Bhutan, particularly as it relates to the STEM disciplines. Researchers at Samtse College of Education introduced 19 experienced secondary school mathematics and physics teachers to The Geometers’ Sketchpad and GeoGebra in 2 workshops. At the end of each, participants reported their impressions of the featured technology and its potential value in Bhutanese secondary schools. After the last session, participants were asked which technology is better suited for use in their classrooms and why. A crossover research design was used to mediate the small sample size. Data were analyzed using Frequentist and Bayesian statistical analysis methods. Findings support implementation of The Geometer’s Sketchpad at both lower and higher secondary levels and GeoGebra at the higher secondary level. Overall, the participants favored The Geometer’s Sketchpad, while also recommending use of GeoGebra in higher level mathematics and physics courses. This study recommends development and evaluation of technology assisted mathematics and physics curricular materials at the secondary level and professional development opportunities for teachers focused on implementation of these technologies in their classrooms.
Virtual learning environments give students more autonomy over their learning than traditional face-to-face classes and require that students adapt the ways they consume and assimilate new information. One theory of this process is self-regulated learning, which is illustrated in Efklides’ Metacognitive and Affective model of Self-Regulated Learning (MASRL). MASRL represents the interplay between cognition, metacognition, and affect, both within a learner and between a learner and a task. This study uses learning analytics to operationalize Efklides’ MASRL model in order to investigate the extent to which a combination of cognitive, metacognitive, and affective variables explains students’ learning outcomes. This research was conducted at a private American university with 119 undergraduate students enrolled in four sections of an online or hybrid Calculus I course in fall 2020 and spring 2021. Five cognitive variables were defined and measured according to the Cognitive Operational framework for Analytics (COPA). Three metacognitive variables measured students’ engagement with the course, and three affective variables measured students’ affective states, as evidenced by digital traces in the LMS. Learning outcomes in this study were measured by students’ final course grades. Binary logistic regression revealed that two cognitive, one metacognitive, and two affective variables were significant in explaining whether students’ learning outcomes would be above or below the median. The confusion matrix and the area under the Receiver Operating Characteristics (ROC) curve showed high accuracy and usefulness for this regression model. The implications of these findings for online/hybrid learners and Efklides’ MASRL model are subsequently explored.
In this study, we examined college STEM major students’ development of computational thinking through collaborative mobile app coding activities in an undergraduate elective course. The computational thinking concepts of sequence, parallelism, events, conditionals, and operators are evidenced in the block codes of all five apps developed for trigonometry learning (e.g., some combinations of quiz, game, trigonometry conversion tool, or review guide) by students through pair coding. The concept of “data” was evidenced in three of the apps, while the concept of “loops” was not evidenced in any of the apps’ block codes. Computational thinking practices such as problem analysis, communicating and collaborating were also evidenced in students’ problem-solving processes, artifacts (e.g., app design proposals), design journals, and interview data. Specific codes were included as examples to showcase students’ computational thinking concepts and practices during mobile app coding activities. This study demonstrated that computational thinking concepts and practices were evidenced in students’ mobile app coding artifacts and during the mobile app coding processes. This study also demonstrates an innovative approach that enables students to develop CT concepts and practices in meaningful contexts.
This study examined the effects of using a combination two novel technologies on the development of knowledge and understanding of ecological science concepts for a small of preservice primary teachers, who had self-identified as having low prior background knowledge in science concepts and low confidence in their abilities in teaching science. Eight first year preservice teachers participated in an intervention that combined the use of an immersive environment with a modelling environment to deepen their content knowledge of ecology concepts and to build their confidence in learning and teaching science. The results of the study indicate that the participants self-reported that their confidence increased as a result of their engagement with the computer-based activities. The combined use of these two environments was found in this study to support the visualisation of ecological concepts, increase collaboration and promote engagement.
The COVID-19 pandemic forced educational institutions to shift from traditional face-to-face instruction to online learning, presenting unprecedented challenges for math teachers. This study aimed to explore the barriers that math teachers face when teaching math online. Using a quantitative approach, data were collected from 62 math teachers employed in a public school in a Midwestern state. The findings suggested that the main barriers to online math instruction include limited student engagement, technical issues, lack of face-to-face interaction, inadequate teacher training, and a lack of resources. These barriers have impacted teacher confidence and reduced the quality of math instruction. Teachers expressed a need for more professional development opportunities, technical support, and access to better resources to improve their online teaching skills. The findings of this study provided insights into the challenges faced by math teachers in online teaching and can inform the development of strategies and support to help overcome these barriers.
