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作者:Sylvia Victor Ovat , Anne Ndidi Meremikwu , Oko Ngaji Opie
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.22 (1), pp.1-9CGRN
摘要:The study was designed to assess the influence of some selected school variables on students’ mathematics performance among Junior Secondary School three (JSS3) students in Cross River State, Nigeria. The school variables considered were school proprietorship, school model (...
作者:Michael Skoumios
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2013, Vol.19 (3), pp.57-70CGRN
摘要:The development of pupils’ ability to interpret data belongs to the essential component of science education. The present research investigates pupils’ abilities to interpret data which are presented in a bar chart and to justify their answers. Therefore, a questionnaire w...
作者:Shahana Sheikh , Parames Laosinchai , Patcharin Panjaburee ...
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2013, Vol.19 (3), pp.71-81CGRN
摘要:Most countries are concerned about mathematics education for students do not perform well in this subject, especially on the topic of square root, owing to the lack of motivation in traditional learning activities. In such learning activities, teachers describe the calculatio...
作者:Angelique Dimitracopoulou , George Kritikos
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (4), pp.39-50CGRN
摘要:There are two types of reflection based on what the learner reflects on: self-reflection and comparative reflection. In self-reflection, the learner reflects on her/his own actions, while in comparative reflection the learner reflects on others’ actions. We propose an altern...
作者:Heli Irmeli Koskinen
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (1), pp.51-59CGRN
摘要:Since the transition from mechanistic input-output learning model typical for behaviorism to cognitive information processing theory, and the constructivist revolution there has been a belief of one educational theory suitable for all disciplines and learning situations. Constru...
作者:Yolanda Colom , Núria Rosich
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (4), pp.1-12CGRN
摘要:This paper presents and validates through a qualitative study a typology of strategic uses and potential benefits associated with TIC, understood as a platform for solving and learning of mathematics. The study seeks to identify the differences and difficulties among students wit...
作者:Wynand van der Merwe
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (4), pp.13-38CGRN
摘要:Research shows that teachers interact with curriculum material in a dynamic and constructive way, instead of applying the material directly from the mathematics curriculum. Teachers often change the stipulations in the mathematics curriculum while teaching mathematics in the cl...
作者:Selen Dagdelen Iskar , Mustafa Çakır
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2015, Vol.21 (2), pp.1-9CGRN
摘要:The purpose of this study was to investigate associations between students’ perceptions of their biology classroom learning environment, teachers’ interpersonal behaviors, students’ academic achievement, and their attitudes towards biology. The Turkish versions of the Ques...
作者:Tussatrin Wannagatesiri
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2013, Vol.19 (2), pp.79-97CGRN
摘要:This study explores influences of science teaching through the context-based learning (CBL) approach to deepen teachers’ pedagogical content knowledge (PCK). Fifteen lower secondary science teachers attended a four-day workshop. They were offered ideas of active learning and ...
作者:Reesa Sorin , Carol Ann Stannard , Iain Gordon
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2015, Vol.22 (2), pp.11-34CGRN
摘要:... Gordon (2010) and Sorin (2012) and their studies on how arts-based learning - the exchange of postcards - can enhance understanding of students’ perceptions of local and global environments and sustainability. Study groups from these earlier projects were early primary ...

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