Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks [0.03%]
走向文化适应性代数：评估和修订数学任务
Hyunyi Jung,Chonika Coleman-King,Taryrn T C Brown et al.
Hyunyi Jung et al.
Persistent inequities in mathematics education point to a critical need to reimagine curricular tasks to better support marginalized student groups. While culturally responsive pedagogy has received growing attention, mainstream algebra cur...
Exploring Teachers' Resource Utilization Practices and Beliefs in Mathematics Education: A Cross-National Study on Reasoning and Proving [0.03%]
数学教育中教师资源利用实践和信念的国际比较研究——以推理与证明为例
Iveta Kohanová,Mária Slavíčková,Samuel Rosa et al.
Iveta Kohanová et al.
This study delves into resource utilization for teaching reasoning and proof (R&P) among mathematics teachers across five European countries. Employing an online questionnaire, the research gathers data on resource use, beliefs about R&P im...
Children's Arithmetic Strategy Use and Strategy Change from Grade 3 to Grade 4 [0.03%]
小学生算术解题方法及其从三年级到四年级的变化规律研究
Henning Sievert,Marian Hickendorff,Ann-Katrin van den Ham et al.
Henning Sievert et al.
Children and adults use various strategies to solve arithmetic problems such as 701-698. Many studies have investigated students' strategy use at a specific time point, but our knowledge about the longitudinal changes in students' strategy ...
Critical Mentorship in Undergraduate Research Experience BUILDs Science Identity and Self-Efficacy [0.03%]
本科生研究经历中的批判性指导有利于科学身份和自我效能感的形成
Sungmin Moon,Shu-Sha Angie Guan,Jose H Vargas et al.
Sungmin Moon et al.
In 2014, the NIH Diversity Program Consortium (DPC) launched an initiative to implement and evaluate novel interventions at a variety of academic institutions across the country to engage undergraduate students from diverse backgrounds in b...
Shachar Boublil,David Blair,David F Treagust
Shachar Boublil
The most famous equation in physics, E = mc2, is rarely introduced in middle school physics curricula. Recent research has shown that teaching Einsteinian concepts at the middle school level is feasible and beneficial. This paper analyses a...
Middle School Graduates' Understandings of Scientific Inquiry and Its Relation to Academic Achievement [0.03%]
初中生对科学探究的理解及其与学业成就的关系
Ozgur Kivilcan Dogan,Cigdem Han-Tosunoglu,Nevin Arslan et al.
Ozgur Kivilcan Dogan et al.
There are conflicting reports not only on the effect of scientific inquiry on academic achievement but also insufficient evidence on the relationship between understanding the nature of scientific inquiry and academic achievement; more gene...
Evolution of Didacticians' meta-didactical Praxeologies and Documentation Work [0.03%]
学导者的元教学实践观演进及文献工作研究
Gabriella Pocalana,Ornella Robutti
Gabriella Pocalana
This study is aimed to understand the connections between didacticians' meta-didactical praxeologies for the design and implementation of a teacher professional development program and their documentation work for the program itself. Didact...
Preservice Biology Teachers' Socioscientific Argumentation: Analyzing Structural and Content Complexity in the Context of a Mandatory COVID-19 Vaccination [0.03%]
准生物教师的社科学术论证：从新冠肺炎强制接种疫苗的角度分析结构和内容的复杂性
Moritz Krell,Carola Garrecht,Nina Minkley
Moritz Krell
The present study analyzed the structural and the content complexity of 76 preservice science teachers' socioscientific argumentation in the context of a mandatory COVID-19 vaccination. Data were analyzed within the methodological frame of ...
Teaching Approaches for STEM Integration in Pre- and Primary School: a Systematic Qualitative Literature Review [0.03%]
基于预科和小学阶段的STEM融合教学方法的系统性文献综述
Kevin Larkin,Thomas Lowrie
Kevin Larkin
In the last 5 years, there have been several literature reviews or meta-analyses investigating various aspects of STEM education; however, they have investigated a specific aspect of STEM, e.g. robotics, or digital games, or Early childhood...
Undergraduate Students' Profiles of Cognitive Load in Augmented Reality-Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns [0.03%]
基于增强现实的科学学习中大学生的认知负荷及其与自我效能感和行为模式的关系
Xiao-Fan Lin,Seng Yue Wong,Wei Zhou et al.
Xiao-Fan Lin et al.
Research evidence indicated that a specific type of augmented reality-assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students' cognitive load might differ according to their...