The quality of science education teachers’ work determines the effectiveness of education and science education programs in many respects. Given that the results of students are not the same for teachers with the same formal characteristics, we formulate the research problem: when assessing the effectiveness of teachers, we can distinguish a system of indicators that affect the effectiveness of education and educational programs. The purpose of this article is to analyze the quality of work of science education teachers in the Kirov region and their teaching practice. The leading research methods in this case are the concept of the third international study of teaching and learning “Teaching and Learning International Survey”, collecting data obtained through a questionnaire of science education teachers, analyzing the quality of work and conditions of pedagogical practices, statistical processing of the research results, modeling and conversations with heads of secondary schools and representatives of executive authorities. As a result of a study conducted in 2017–2020, in which 1146 teachers of secondary schools of the European part of Russia took part, including 310 science education teachers, the author of the article found: the workload of a school teacher of science education is 0.65; subjects teachers spend on average 42.2 hours every week to perform their official duties, urban teachers have more work than rural teachers; with age, teachers of science education have a partial redistribution of labor activity from teaching to administrative work; actual teaching takes 53% of working time in the structure of workload for teachers of science education; teachers evaluate the completeness of their knowledge upon completion of training at the level of 38% of the required level for performing labor activities; there is a predominant share of teachers with a moderate level of need for knowledge in most areas of professional development. The results of the study allow us to develop a set of group measures for training and methodological support of science education teachers. These measures should take into account the specifics of workload and the characteristics of professional deficits.

This paper represents a revolutionary advancement in our knowledge of postgraduate education which is of increasing significance to national knowledge systems. South African universities produce 26 doctoral graduates for every one million citizens. This means that the low doctoral graduates’ throughput is a huge challenge in South Africa and needs to be addressed. The paper investigated the challenges experienced by postgraduate students (Honors) at an institution of higher education in Limpopo province of South Africa. The group studied consisted of postgraduate students (Honors) from the Department of Mathematics Science and Technology Education, Faculty of Education. Using a qualitative approach, open-ended questionnaire and interview data were collected from eight participants. Data were analyzed thematically and the results revealed that students find it difficult to walk the landmine-infested postgraduate education road without means to shield themselves from the subsequent explosion. The study recommends aspects that improve postgraduate programs’ performance in the Department of Mathematics Science and Technology Education.

This is a preliminary paper about a large research project on social mathematics. It proposes points mathematics, a variant of social mathematics, as a viable context for teaching mathematics to adults. Points mathematics, focuses on observing, representing and investigating patterns, regularities and quantitative relationships stemming from convertible points, that businesses offer to their customers/clients for the purpose of encouraging loyalty and for boosting up sales in competitive markets. Using ten illustrative examples, the paper asserts that points mathematics provides practical, realistic context for teaching fundamental mathematics concepts and skills to adult students. These include, but not limited to, the four operations of mathematics (addition, division, subtraction and multiplication), variable, linear equation, graph, rates, percent, ratio, patterns and proportion. The paper is grounded in the theory of realistic mathematics education (RME), that posits that the teaching and learning of mathematics should be contextually-based; entails explaining and solving contextual problems; and establishing high-level interactive relationship between learning and teaching. The paper concludes with three recommendations to guide mathematics teachers of adults who want to implement points mathematics as part of their mathematics curriculum. However, the paper is the first phase of a large research project that explores social mathematics and how it could be integrated in mathematics curricular contents for adult students.

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.

This article presents an international study that documented the conceptions of atomic models held by 1062 in-service high school science teachers from 58 countries. First, a previous study on pre-service science teachers’ conceptions of atomic models was successfully replicated as a pilot study with an international sample of in-service science teachers. Teachers’ conceptions were investigated by analysing their drawings of atomic models. Based on these results, a multiple-choice questionnaire was developed for the main study. This questionnaire collected data on teachers’ conceptions of atomic models, teachers’ knowledge about their students’ conceptions of atomic models, and teachers’ use of atomic models in the classroom. The results show that the teachers’ conceptions of atomic models are almost evenly distributed over six different atomic models. These models are the Bohr model, the Rutherford model, the probability model, the orbital model, the probability orbit model, and the wave model. The vast majority of teachers assume that their students’ conceptions are centred on two historical atomic models, namely the Bohr model and the Rutherford model. Furthermore, the majority of teachers prefer to use historical atomic models over modern atomic models in the classroom. However, the findings also highlight that the use of modern atomic models in the classroom is positively correlated with growing teaching experience, and that teachers’ conceptions of atomic models and their knowledge of students’ conceptions of atomic models significantly influence teachers’ classroom practice.

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 present study examined the levels of four environmental dimensions; environmental awareness, attitudes towards recovery, attitudes towards recycling and environmental behavior among grade 12 students in Sri Lanka. A standard scale that has four environmental dimensions and personal information was used. Effects of gender, study stream, residential area and family income of students on each of the four environmental dimensions were determined by conducting Levene’s test, Kruskal Wallis H test, Dunnet’sT3 test and Mann Whiteny U test using SPSS for Windows version 26. Correlation analysis was run to reveal the associations among the four environmental dimensions. A sample of 1006 grade 12 students participated in the study. Students confirmed a moderate level of awareness, attitudes and behavior towards the environment. Girls’ levels in terms of all four dimensions were significantly higher than those of boys. The result strongly confirmed the impact of study stream on environmental awareness, attitudes and behavior of students. Awareness, attitudes and behavior towards environment of the rural students were at the highest level. However, no significant differences were observed among students from different family income groups. The observed weak correlation between environmental awareness and behavior confirmed that knowledge has not effectively transformed into environmental responsible behavior. Moreover, strong association could be observed between attitudes towards recycling and environmentally responsible behavior of the students. Observed positive correlations among four environmental dimensions indicate that students’ perceived environmental awareness and attitudes positively influence their responsible environmental behavior. These results emphasize the importance of incorporating essential environmental concepts and learning teaching strategies into the existing school curriculum to ensure students’ environmentally responsible behavior. Based on the present findings, suggestions were made for curriculum developers and educators to upgrade the existing curriculum.

In this paper, the categories and influence of teachers’ classroom characteristics relative to effective mathematics teaching in secondary schools in Plateau state, Nigeria were examined. The aim was to see how students are assisted to learn mathematics from teachers engaging fully their professional practices fully. Exploratory and descriptive survey research methods were used to examine the trajectories. Sample for the study consisted of 60 trained mathematics teachers from secondary schools in Plateau state that participated in a week-long capacity building workshop on teaching new concepts from secondary school mathematics curriculum in Nigeria organized recently by the state chapter of the Mathematics Association of Nigeria. Purposive sampling technique was used to select the sample based on the fact that the study targeted only mathematics teachers that participated in the capacity building workshop. A 52-item TCCQ on teacher effectiveness, interest, rapport with students, etc. was used for data collection. The findings from the study revealed that mathematics teachers’ ability to teach effectively is significantly associated with many factors including the use of different strategies (χ2=52.75), revision (χ2=47.13), good lesson plans (χ2=53.93) and being friendly with students (χ2=35.66). There was no significant variation regarding how the characteristics influence teacher effectiveness based on qualification (F2, 58=0.689). Among other things, therefore, it was recommended that teachers should be committed to teaching mathematics effectively in the classroom by taking cognizance of the variables especially designing of good lesson plans and previous knowledge irrespective of their qualifications.

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.

As international concerns about the prevalence of out-of-field teaching have grown, so have discussions about how to support out-of-field teachers. In Ireland, the Professional Diploma in Mathematics for Teaching, a two-year professional development program, was created for out-of-field mathematics teachers. A pre-test, post-test, and final survey examined the program’s impact on participating teachers’ mathematical knowledge, confidence in teaching curricular content, and classroom practice. Findings offer evidence of development in participating teachers’ mathematical knowledge and self-efficacy after completing the program. They also raise important concerns about persistent weaknesses in participating teachers’ mathematical knowledge, particularly related to key areas of the curriculum.

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.

School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learning focusing on one particular lesson. The mathematics lesson was planned using cooperative teaching techniques and was taught in secondary mathematics education. We analyse how well cooperative learning can be used for improving participation and effective problem-solving in the classroom.

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.

This study investigated how implementing inquiry-based learning (IBL) can be an effective tool for an instructor to conduct rich formative assessment. Many researchers have documented that IBL promotes active learning from students’ learning perspective. However, little research examines how IBL affects instructors’ teaching practice from teaching perspective. Based on the data collected from a Calculus II class, the author discussed how the structure of IBL class produced rigorous on-going formative assessment during classroom teaching from the three aspects: helping the instructor “see” student thinking; helping the instructor “see” the level of student understanding; helping the instructor catch teachable moments. The rigorous on-going formative assessment, in turn, helped change student classroom behaviors in terms of asking more questions, showing deep thinking, and gaining confidence.

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.

The students' low science process skills are caused by learning that is still dominated by the teacher, so it is necessary to develop a learning approach that focuses students in the learning process. One approach that can be used is learning that integrates science, technology, engineering, and mathematics (STEM). This study aims to measure the improvement of students' science process skills that are integrated with the STEM approach on the reaction rate material. This research is a quantitative research with a pre-experimental design type, one group pretest-posttest with a sample of 30 students from class XI SMA Negeri 9 Pontianak, taken by random sampling technique. The data collection tool used is a subjective test of science process skills. The results showed that there was an effect of the STEM approach on the students' science process skills on the reaction rate material, with a score of 76.11, good criteria. Among the aspects of science process skills measured, including observation, classifying, calculating, predicting, inferring, and communication, the communication aspect of students experienced a significant increase from a score of 3.33 to 91.1. This study shows that the STEM approach to reaction rate learning effectively improves students' science process skills.

A mathematics instructor with limited knowledge of content and pedagogy has little room for improvement or novelty in the classroom or the ability to arouse students' interest in learning mathematics. This case study was conducted in a foundation center of one of the public universities in Malaysia. The target of current research was to investigate the influence of lesson study (LS) on lecturers’ pedagogical content and content knowledge. The LS group comprises of seven lecturers of the mathematics group and the researcher. The group collaboratively prepared a research lesson on the subject of even and odd functions. Data gathered through interviews and observations on the lecturers’ activities in discussion meetings. Data from observations and interviews were analyzed descriptively and through thematic analysis method respectively. The results of this study show lecturers improved their knowledge in content and pedagogy considerably about even and odd functions. They enhanced their teaching knowledge through collaborative work and sharing of experiences. It seems the findings of this research not only help lecturers to have better performance in teaching the even and odd functions but also encourage them to experience the LS approach in teaching other mathematical concepts.

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.