This mixed methods, investigative case study explored student patterns of use within the online PeerWise platform to identify the most influencing activities and to build a model capable of predicting performance based on these influencing activities. Peerwise is designed to facilitate student peer-to-peer engagement through creating, answering and ranking multiple choice questions; this study sought to understand the relationship between student engagement in Peerwise and learning performance. To address the research question, various usage metrics were explored, visualized and modelled, using social network analysis with Gephi, Tableau and Python. These findings were subsequently analyzed in light of the qualitative survey data gathered. The most significant activity metrics were evaluated leading to rich data visualisations and identified the activities that influenced academic performance in this study. The alignment of the key qualitative and quantitative findings converged on answering questions as having the greatest positive impact on learner performance. Furthermore, from a quantitative perspective the Average Comment Length and Average Explanation Length correlated positively with superior academic performance. Qualitatively, the motivating nature of PeerWise community also engaged learners. The key limitation of the size of the data set within the investigative case study suggests further research, with additional student cohorts as part of an action research paradigm, to broaden these findings.

Using engineering design to teach science requires teachers to engage in noticing, interpreting, and responding to students’ needs in real-time. While research has begun to focus on how elementary teachers do so, less is known about how teachers instructionally support and optimize students’ ideas through engineering design feedback. In this study we investigate what instructional moves two elementary teachers’ employ to leverage students’ ideas and reasoning and create opportunities for students to exchange design feedback. Data were gathered using classroom observations of teachers’ implementations of a design task focused on sound and energy transformation. Observations were coded for teachers’ use of high-leverage practices, and event maps were created to chronicle teachers’ implementation of the task from start to finish. Event maps were analyzed and compared for discrete instructional activities and modes of classroom organization that supported opportunities for feedback. Findings suggested that while teachers used similar instructional moves, how and when they created opportunities for student design feedback differed, resulting in diverse ways of assessing and supporting students’ understandings. Implications suggest design feedback as both a purposeful and naturally present phenomenon throughout the design process, reflective of the nature of engineering design.

Preservice mathematics teachers' beliefs about actions related to the use of the technological tools in teaching mathematics may affect how they are going to use them in their classroom activities. However, there is a limited evidence of what beliefs they hold on their intended actions of using technological tools in teaching mathematics. This study presents two preservice high school mathematics teachers' actional beliefs related to their intended actions in teaching geometric transformations (GTs) using Geometer's Sketchpad (GSP). The study comprised of a series of five task-based qualitative interviews with each of two senior undergraduate preservice teachers at a medium-sized public university in the Rocky Mountain Region of the United States. This study used a radical constructivist grounded theory (RCGT) with five assumptions—symbiosis, voice, cognition, adaptation, and praxis as a theoretical framework to guide the study process. The thematic findings of the study included four in vivo categories of their beliefs associated with actions of teaching GTs with GSP – assessment of student learning, engaging students in a group activity in exploring GTs with GSP, engaging students in individual activity in exploring GTs with GSP, and exploring GTs with GSP as 'suck it up and do it.' Pedagogical implications of these categories have been discussed.

The study examines the effectiveness of employing semiosis in the teaching and learning of the Quadratic Equation. The first goal is to compare results of De Saussure and Peirce models within the semiotic theory. The second goal is to determine the commonest effective semiotic objects student teachers mostly employ to solve for the roots in quadratic equations. This research method was mixed methods concurrent and adopted both quantitative and qualitative approach. The instruments for the study were teacher-made tests and interview guide structured on the likert scale. In the teacher-made tests, two sets of twenty questions were set and distributed to the respondents. The sets of questions were similar and each twenty questions were based on De Saussure and Peirce Semiotic Models. The analyses employed both quantitative and qualitative. In the quantitative analysis, three categorical independent variables were fixed on and Pierre and De Saussaure models, objects of Pierre and De Saussaure models, and diachronicity, trichronicity, categorization and quadratic equations, after satisfying normality and independent assumptions of t-test and ANOVA techniques. The qualitative analysis with ensured anonymity, confidentiality and privacy of respondents and transcribed responses from semi-structured interview guide. The results of the commonest semiotic objects improved significantly classroom interactions with Peirce model than with De Saussure model. They perceived the Peirce model as being broader, comprehensive, universal and ICT-compliant. We therefore recommended further quasi-experimental studies on semiotic objects to improve upon the use of cultural objects.

In Nigeria, most teachers among other things lack the necessary teaching skills, and mastery of subject matter for effective teaching of mathematics at the secondary school level. These deficiencies have often resulted in high and repeated failure rates in national and standard mathematics examinations. The present study investigated the ability of mathematics teachers to construct practical and realistic word problems in bearing and distance toward mitigating the deficiencies. The research methods adopted were exploratory and descriptive surveys due to the need to explore and analyze the abilities using quantitative techniques. Sample consisted of 292 (35.48%) mathematics teachers who took part in the in-service training workshop organized by the Mathematical Association of Nigeria (MAN) in Plateau state, Nigeria. Purposive sampling technique was used to select the sample that involved the workshop participants only. The instrument ‘construction of practical and realistic word problems in bearing and distance test (CPRWPBDT)’ was used for data collection while the analysis was carried out using simple percentages, mean scores and one-way ANOVA. The findings of the study among other things revealed that the mathematics teacher participants constructed practical and realistic word problems in bearing and distance within 91.67% completion rate, 70.45% of the problems constructed were within the context, at least 75% rate of correctness with little difficulties/errors was observed in sketching (65.90%), and reality (40.90%). The variations observed within the participants in the construction of the problems were statistically not significant. Thus it was recommended among other things that mathematics teachers should undergo regular in-service workshop training to help in developing essential skills themselves for constructing practical/realistic word problems in bearing and distance; and should avoid unnecessary errors for meaningful teaching and learning of bearing and distance.

Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.

Mathematics teaching efficacy is an important construct as confidence in one’s ability to teach influences teaching practices. This paper explores pre-service primary teachers’ mathematics teaching efficacy on entry to initial teacher education and the extent that pre-tertiary mathematics experiences and resultant beliefs affected their mathematics teaching efficacy. A mixed-methods approach combined the Mathematics Teaching Efficacy Beliefs Instrument (N=420) and qualitative interviews (N=30). The findings suggest medium personal mathematics teaching efficacy among participants with limited conceptions of what mathematics teaching involves. While uncertain regarding their immediate teaching ability, participants reported confidence regarding their potential. Mathematics teaching outcome expectancy was high; however, an undercurrent of conviction exists that external factors, most notably learners’ natural mathematical ability, are critical to student learning.

The ability to think critically is a basic competency that must be possessed by students. This study aims to determine the level of critical thinking skills of junior high school students in Bima Regency, West Nusa Tenggara, Indonesia. Various studies have been carried out that explain how important students' critical thinking skills are, but there have not been too many studies on efforts to develop and empower students' critical thinking skills in a practical way. In this thesis, we introduce the technique of empowering students' critical thinking skills by developing a virtual laboratory media based on problem based learning on the material of the human excretory system. In this development, use software construct2 to develop a device which is then integrated with a problem based learning model. It is proven that a virtual laboratory based on problem based learning can improve the critical thinking skills of junior high school students in Belo Kaputen Bima District. We hope that the development of PBL-based virtual laboratory media can improve dramatically, such as the use of 3-dimensional and 4-dimensional software to improve students' understanding of critical and constructive thinking without losing quality.

During online learning, students were having difficulties in understanding the concept of the application of integrals to find an area. The provided materials in PowerPoint and learning sources such as books are still insufficient to understand the concept. The students’ feedback showed that a learning video is required to help the students understand the concept of the application of integrals. This research aims to develop a learning video concerning the concept comprehension of integrals’ application and determine its validity and practicality. This research utilized the analysis, design, development, implementation, evaluation (ADDIE) development model, where the subjects of this research were the students of mathematics education at the Ahmad Dahlan University. The data collection was conducted by using questionnaires and interviews. The obtained data was then analyzed for its validity and practicality. The media validity test result shows valid criteria with the assessment of the material expert of 4.629 (very good) and valid criteria with the material validity test of 4.735 (very good). The responses of the students to the learning video show 3.50 with the criteria of Very Good. Based on such results, this concept comprehension learning video is feasible to use.

The study on mathematical performance was significant enough to be studied further to measure students' self-efficacy. Although studies on student self-efficacy in math performance from a gender perspective were abundant, studies on this relationship from the perspectives of ethnic culture and gender were scarce. Therefore, the objective of this study was to examine the self-efficacy of Bugis Junior High School students in solving math problems based on gender. The researchers used an algebra problem in the context of the Bugis ethnic culture. For this data set, two of 25 students at a public junior high school in Bone, South Sulawesi, Indonesia, were interviewed based on ethnicity and gender. Qualitatively, the triangulation technique was employed for data analysis. The study results revealed that male students outperformed girls in terms of self-efficacy, namely magnitude, strength, and generality, in math performance. Furthermore, female students had lower self-efficacy in terms of confidence, supportive experience in completing math tasks, and confidence in their ability to complete math tasks in similar or different contexts, compared to male students, who had higher self-efficacy. This result provided new knowledge by exploring the characteristics of students' self-efficacy by integrating ethnicity and gender.

This study aims 1) to determine the effectiveness of the Mind-Mapping based Aptitude Treatment Interaction model towards creative thinking and 2) to explain the mathematical creative thinking process based on the creative level. The number of participants was 26 students who took the Multivariable Calculus course in the odd semester of 2020/2021. This research used the mixed-concurrent embedded method. The data collection techniques were validation, observation, creative thinking tests, and interviews. The results showed that 1) the Mind-Mapping based Aptitude Treatment Interaction model was effective in developing creative thinking, as indicated by the average creative thinking score of the experimental class, which was higher than the control class and 2) the characteristics of students mathematical creative thinking process varied following the creative thinking levels. The students mathematical creative thinking level consists of not creative (CTL 0), less creative (CTL 1), quite creative (CTL 2), creative (CTL 3), and very creative (CTL 4). Students at the CTL 2, CTL 3, and CTL 4 can meet the aspects of fluency, flexibility, and originality.

The diversity of definitions of science literacy has resulted in a diversity of measurement tools. However, adult science literacy is mainly assessed on short standardized and non-contextualized questions, thus making the study of adult science literacy more qualitative than quantitative. Here we describe the rationale, development, and validation of a questionnaire that associates the use of science in the specific science-related setting of parents of hard of hearing children with general and topic-specific science knowledge. The questionnaire went through four developmental steps: (1) gathering input from hearing rehabilitation experts and parents, (2) testing the close-ended questionnaire (n=10), (3) open-ended questionnaire (n=24), (4) online close-ended questionnaire (n=91). These all assessed general science knowledge, contextual science knowledge in the field of hearing and parents' advocacy knowledge and attitudes. These steps and the resulting assessment tool can thus inform the further development of measures of adult science literacy in context. The findings suggest that although general science knowledge enables the application of science to everyday science-related problems it only explained a small proportion of the variance in contextual science knowledge. Thus, the results strongly point to the importance of measuring adults' science literacy in a context that is relevant to the responders. The findings also underscored the disappointing outcomes of secondary science education, in that formal scientific background predicted general science knowledge but did not account for contextual science knowledge at all. This should elicit concern as to the ability of students to use science knowledge in future personally important science related contexts.

The purpose of this study was to evaluate synchronous and asynchronous mathematics teaching modalities at Isabela State University. The qualitative research method was used to collect information, opinions, and experiences of Isabela State University mathematics faculty in employing synchronous and asynchronous modes in teaching mathematical courses in terms of strengths, weaknesses, possibilities, and problems. The study's subjects were 15 Mathematics Instructors chosen at random from Isabela State University's nine campuses. A structured interview was created and distributed to participants using Google Form. The limitations on face-to-face encounters prompted the use of such data-gathering technique. The researcher followed up with another video call interview to validate the participants' responses. The data was transcribed and processed using thematic analysis. The findings demonstrated that the synchronous and asynchronous learning modalities both have strengths and disadvantages that influence the quality of the teaching-learning process throughout the epidemic. Given this, distant learning is thought to be more effective when both modalities are used rather to just one of the aforementioned. This is because the strengths of one of the two modalities can solve the flaws highlighted in the other. As a result, mathematics instructors may receive more in-depth training in both asynchronous and synchronous teaching approaches, as well as strategies for becoming more successful teachers during the present school closures.

The ability of students to build problem-solving models using procedural knowledge can be viewed from several aspects, including Mastery of Mathematical Problem Solving (MPS), understanding concepts and application of concepts, the relationship between learning outcomes of mathematics and interest in learning, and examine the contribution of the ability to understand concept problems, the application of concepts to the ability of MPS, as well as student difficulties and some of the advantages of students in solving problems. This experimental study aims to explain the effect of the MPS model using procedural knowledge on solving mathematical problems for Junior High School Students (JHSS). The findings showed that 1) The MPS method using procedural knowledge significantly improved learning outcomes, but the mastery of MPS for JHSS was still unsatisfactory. 2) MPS teaching could still not improve meaningful learning outcomes. However, when JHSS applied the concepts, calculations, and problem-solving aspects, MPS teaching improved meaningful learning outcomes. 3) Students' interest in learning mathematics in the two sample classes was classified as positive. Shortly, MPS teaching accustoms students to think systematically and creatively and not just give up on the problems they face.

In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.

This study aims to describe the implication of the Aptitude Treatment Interaction (ATI) model integrated with character values to increase the students’ skill in solving mathematics story problems. This study applied a quasi-experimental research type using a non-equivalent control group design involving two classes with 30 students each. Data was collected using a test instrument for solving mathematics story problem. Data were analyzed using n-gain descriptive statistical analysis to see the increase in students' skill in solving mathematics story world problems. The results showed that the average score of student's aptitude in solving mathematics story problems is 91.26 which is in the category of very high. There is an increase in the students’ ability with score of an n-gain of 0.77 which is in the category of high. In addition, the results of observations related to the implementation of learning model of the ATI with a percentage of 87.5% in the category of very good. Thus, the character-based ATI learning model can be used to increase the students’ skill in solving mathematics story problem. In addition, it accommodates the character of students who are concerned with learning mathematics so that learning goals can be achieved both from cognitive and attitudinal aspects.

The study investigated the attitudes of Biology teachers towards the Biology Competence-Based Curriculum (BCBC) and their instructional practices at the lower secondary school level in Nyamagabe district, Rwanda. A descriptive survey design was adopted. Also, a purposive sampling technique was used to select 26 (16 male and 10 female) teachers of Biology. Data were collected using a questionnaire addressed to Biology teachers in selected schools and analyzed and presented in terms of frequencies, percentages, mean, and standard deviation. A one-way ANOVA was employed in the hypothesis testing. The findings indicated that these teachers had positive attitudes towards the implementation of BCBC. As for female ones, they had more positive attitudes towards BCBC implementation than the male ones. Considering those from boarding schools, they had a more positive attitude than the ones from day schools. Additionally, teachers with less teaching experience had more favorable attitudes than those with long experience. Teachers' age did not have any effect on their attitudes. The study also revealed that teachers of Biology rarely applied competence-based approaches in their teaching and assessment processes of students’ learning. It was inferred that the usage of CBC approaches differed significantly among teachers from boarding and day schools. The usage of CBC assessment methods did not differ significantly among teachers. From the findings, it was concluded that CBC seems not to be effectively implemented in the lower secondary schools under the study. Consequently, a recommendation was made to facilitate Biology teachers in schools with in-service training for professional development.

3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and training has increased with the effective use of 3D technology in the education and training environment. This study aims to investigate the attitudes of Pre-Service Teachers about the use of 3D printer activities made with Tinkercad in science education. 43 science pre-service teachers participated in the study, which lasted 8 weeks. A mixed research method was used in this study. The problem-solving scale and the attitude scale towards the use of 3D printers in science education were applied to the pre-service teachers. To collect the research data, the attitude scale was applied as a pre-test and post-test. For Paired samples, a t-test was applied and analyses were performed. In qualitative studies, semi-structured student interview questions were applied. According to the findings of the study, there was a significant increase in students' positive attitudes towards the use of 3D printers in science education. Tinkercad and 3D printer trainings have been given and applications have been made within the scope of these trainings. There have been 6 activities related to 3D printers. Thanks to 3D printers, students have the opportunity to present creative ideas and things they imagine to life by making designs in their minds. It seems that abstract concepts related to the sciences are embodied with a 3D printer and turned into tangible objects. Examining a physical object makes it easier for students to identify mistakes they have made in designs. It is seen that they do creative and solution-oriented work against the problems they encounter. Thus, it is predicted that learning will be more permanent and effective.

This study examined the impact of the Rwanda African Institute for Mathematical Science, Teacher Training Program (AIMS-TTP) on 228 secondary school students’ interest to learn Mathematics and science taught by 7058-trained teachers over 5-years across 14 districts. Students were exposed to various AIMS-TTP interventions, including industrial visits, science hours, and international day for women and girls in science, mathematics competition, robotics and mathematics challenge, and the Pan African Mathematics Olympiad (PAMO). A survey research design was employed to collect data about students’ interest to learn Mathematics and science, and data on students’ choices of combinations were obtained from the National Examination and School Inspection Authority (NESA) for the academic years 2017 to 2022. Data analysis using bivariate correlation and regression analyses revealed a positive and significant relationship (p<.05) between AIMS-TTP interventions and students’ interest to learn Mathematics and science. Besides, linear regression model indicated that hands-on activities, exposure to mathematics and science role models, science hour and smart classroom were the best predictors of students’ interest to learn mathematics and science (β=.197, p< .05; β=.217, p<.05; β=.234, p< .05; and β=.218, p<.05 respectively). They contributed 66.7 % (Adjusted, R2 = .667, p < .05) of the variance in students’ interest in learning mathematics and science. The AIMS-TTP interventions significantly improved students’ interest to learning mathematics and science. Recommendations include comprehensive training programs with direct student engagement, diverse competitions, and ongoing teacher support through professional development. Future research should focus on students’ STEM interest in Technical, Vocational Education, and Training schools.

Online learning platforms and resources created by the Indonesian Ministry of Education, Culture, Research, and Technology were a blessing in disguise out of the unprecedented school closure caused by the Covid-19 pandemic. These learning resources are yet to be examined to ensure their usability and their role in improving the quality of learning in science classes. This study analyzed the learning modules and a sample lesson plan from the Teachers Learn Teachers Share platforms based on the three-dimensional learning framework. It examined to what extent is the 3-dimensional learning framework incorporated into the grade 4 learning modules and lesson plan on Energy. The methodology for analyzing the sufficiency of disciplinary crosscutting concepts, scientific practices, and core ideas applied here will enrich the Science, Technology, Engineering, and Mathematics (STEM) based education corpus of knowledge. Findings show that the disciplinary core ideas dimension is the most sufficiently covered of all three dimensions while the practices dimension is only partially covered as some of the points are mostly inferred, and the crosscutting concepts dimension still shows much room for improvement. Primary school teachers and schools’ curriculum development units should enrich the learning modules by expanding the discussions on the module coverage with crosscutting concepts.