Publisher: U of Patras   (Total: 4 journals)   [Sort by number of followers]

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Electra     Open Access  
Mediterranean Morphology Meetings     Open Access   (Followers: 1)
Modern Greek Dialects and Linguistics Theory     Open Access  
Review of Science, Mathematics and ICT Education     Open Access   (Followers: 2)
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Review of Science, Mathematics and ICT Education
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1791-261X - ISSN (Online) 1792-3999
Published by U of Patras Homepage  [4 journals]
  • Instruments and schemes of in-service mathematics teachers during the
           design of teaching based on questioning

      Pages: 5 - 25
      Abstract: This work analyzes the instruments and schemes of 55 in service teachers of mathematics, generated during an online university course where they were proposed to study the generating question of a study and research path (SRP) and design teaching from it. The theoretical framework of the research is the theory of conceptual fields (TCF) and the instrumental approach. The situation in which teachers should make a teaching proposal with this resource and what knowledge they would teach is analysed. The objective is to describe the schemes of use and the instruments generated by them, focusing on the components of the schemes and the operational invariants generating the teaching activity when teachers conceive the teaching proposal. The results allow us to understand the difficulties of teaching in the questioning paradigm.
      PubDate: 2022-12-20
      DOI: 10.26220/rev.4081
      Issue No: Vol. 16, No. 2 (2022)
  • Les projets de sciences participatives à l’École : pour quelle
           authenticité de l’enseignement-apprentissage en sciences ' Cas du
           projet Oak bodyguards en France

      Pages: 27 - 46
      Abstract: In the context of this article, we wonder about the possibilities that a teaching sequence, based on citizen science and implemented in class by a teacher and his students, can keep a form of authenticity, even though the students have never met or communicated with the scientists carrying out the project. Our study is based on the constructs of authenticity and teaching practice. Data is collected from video recordings of class sessions. The results show that teachers, because of their didactic and pedagogical choices, can recreate a disciplinary authenticity reinforced by an epistemological authenticity.
      PubDate: 2022-12-20
      DOI: 10.26220/rev.4115
      Issue No: Vol. 16, No. 2 (2022)
  • Online information problem solving. An overview of the strategies used by
           8- to 13-year-old students in French-speaking Belgium

      Pages: 47 - 76
      Abstract: In French-speaking Belgium, one of the new missions of the teacher will be to develop learners' information skills, namely their skills in searching, evaluating, and using information on the web. But do teachers know the strategies used by their students to adapt their teaching interventions' The aim of this study is to provide an overview of the different strategies used by 8 to 13 year old students when searching online. To achieve this objective, we use the IPS-I model and a methodology based on the analysis of the actual practices of 260 primary and secondary school students. Our results show that almost all of the students tested are novices in information retrieval. They do little or no research planning, use basic strategies, never check the reliability and relevance of the information they find and do not cite the sources used. These findings, in the light of previous empirical research on online search behaviour, allow for reflection on educational interventions and provide recommendations for educational practice.
      PubDate: 2022-12-20
      DOI: 10.26220/rev.3871
      Issue No: Vol. 16, No. 2 (2022)
  • Geoscience knowledge at the end of upper-secondary school in Italy

      Pages: 77 - 103
      Abstract: Understanding geoscience issues is required to face the changes affecting our planet. In many countries, students meet geoscience within the national curricula of natural sciences, but a standard geoscience curriculum does not exist, and most teachers lack a strong geological background - a common situation worldwide. In Italy, the hydrogeologic, seismic and volcanic risks affecting the territory require citizens to be aware of geological issues. In this context, monitoring basic geoscience skills at the end of schooling is necessary. As a step in this direction, a screening tool - IMES2 or ‘Individuation of Misconceptions in Earth Sciences 2’ - was designed and validated through psychometric analysis, for surveying geoscience knowledge at the end of upper-secondary school. It was applied to screen 403 students enrolled in the first year of different courses at the University of Pisa (Italy) in the academic year 2020-21. The results indicate the persistence, at the end of the upper secondary school, of several misconceptions already reported in the geoscience education literature, regarding endogenous and exogenous geological processes and the geological time.
      PubDate: 2022-12-20
      DOI: 10.26220/rev.3943
      Issue No: Vol. 16, No. 2 (2022)
  • Connaissances du contenu et connaissances technologiques des enseignants
           en Informatique en milieu francophone

      Pages: 105 - 133
      Abstract: In this article, following the TPACK framework, we study the content and technological knowledge of teachers who teach or are preparing to teach computer science in a francophone environment. The content knowledge is organised around the five main domains of computer science (algorithms, languages and programming, machines and networks, data representation, and computer science and society). Technological knowledge is studied based on current programming languages and educational programming languages. We administered a questionnaire around these questions and collected and analysed 339 valid responses. Through a multiple correspondence analysis (MCA) we find that the knowledge declared by the teachers is varied. They are mainly organised in four groups (from poorly structured knowledge to complete knowledge) and follow a hierarchy depending on the content and technological context.
      PubDate: 2022-12-20
      DOI: 10.26220/rev.4080
      Issue No: Vol. 16, No. 2 (2022)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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