Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 201 - 400 of 857 Journals sorted alphabetically
Cambridge Journal of Education     Hybrid Journal   (Followers: 72)
Campbell Systematic Reviews     Open Access   (Followers: 4)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal   (Followers: 1)
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 18)
Canadian Journal for the Study of Adult Education     Open Access   (Followers: 1)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 11)
Canadian Journal of Educational Administration and Policy     Open Access  
Canadian Journal of Educational and Social Studies     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of Program Evaluation     Open Access   (Followers: 1)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 12)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Canadian Perspectives on Academic Integrity     Open Access  
Canadian Review of Art Education     Open Access   (Followers: 1)
Caradde : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 9)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Cerdas Sifa Pendidikan : Sport Education     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 5)
Charrette     Open Access   (Followers: 2)
Chemical Engineering Education     Full-text available via subscription   (Followers: 2)
Chemistry Education Research and Practice     Free   (Followers: 6)
Chemistry Education Review     Open Access   (Followers: 1)
Chemistry in Education     Open Access   (Followers: 3)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 13)
Childhood Education     Hybrid Journal   (Followers: 18)
Childhood Vulnerability Journal     Hybrid Journal   (Followers: 3)
Children & Young People Now     Full-text available via subscription   (Followers: 5)
Children's Literature in Education     Hybrid Journal   (Followers: 10)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Chinese Journal of Social Science and Management     Open Access  
Chophayom Journal     Open Access  
Christian Education Journal : Research on Educational Ministry     Hybrid Journal   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Cidadania em Ação : Revista de Extensão e Cultura: Notícias     Open Access  
Ciencia y Educación     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 1)
Citizenship Education Research Journal (CERJ)     Open Access   (Followers: 1)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 11)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clío & Asociados : La Historia Enseñada     Open Access  
CME     Hybrid Journal   (Followers: 1)
CMU Journal of Education     Open Access   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 10)
CODEE Journal     Open Access  
Cogent Education     Open Access   (Followers: 2)
Cokroaminoto Journal of Primary Education     Open Access  
Collected Essays on Learning and Teaching     Open Access  
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Of Basic Education Researches Journal     Open Access  
College Teaching     Hybrid Journal   (Followers: 13)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 15)
Communication Education     Hybrid Journal   (Followers: 18)
Communication Methods and Measures     Hybrid Journal   (Followers: 12)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 7)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 21)
Community Education Engagement Journal     Open Access  
Comparative Education     Hybrid Journal   (Followers: 32)
Comparative Education Review     Full-text available via subscription   (Followers: 42)
Compare : A journal of comparative education     Hybrid Journal   (Followers: 22)
Compass : Journal of Learning and Teaching     Open Access   (Followers: 5)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 16)
Computers & Education     Hybrid Journal   (Followers: 92)
Computers & Education Open     Open Access   (Followers: 3)
Computers and Education: Artificial Intelligence     Open Access   (Followers: 4)
Computers in the Schools     Hybrid Journal   (Followers: 8)
Conexões     Open Access  
Conhecimento & Diversidade     Open Access   (Followers: 1)
Connect     Full-text available via subscription   (Followers: 1)
Conocimiento Educativo     Open Access  
Consilia : Jurnal Ilmiah Bimbingan dan Konseling     Open Access  
Contemporary Education Dialogue     Hybrid Journal   (Followers: 5)
Contemporary Issues in Education Research     Open Access   (Followers: 19)
Contemporary Issues in Educational Leadership     Open Access   (Followers: 6)
Contemporary PNG Studies     Full-text available via subscription  
Contemporary Research: An Interdisciplinary Academic Journal     Open Access   (Followers: 4)
Contemporary School Psychology     Hybrid Journal   (Followers: 6)
Contextes et Didactiques     Open Access  
Contextos Educativos. Revista de Educación     Open Access  
Continuity in Education     Open Access   (Followers: 1)
Convergencias : Revista de Educación     Open Access  
Corixo : Revista de Extensão Universitária     Open Access  
Corpoconsciência     Open Access  
Counsellor (The)     Full-text available via subscription   (Followers: 3)
Counselor Education and Supervision     Hybrid Journal   (Followers: 7)
CPU-e, Revista de Investigación Educativa     Open Access  
Creative Education     Open Access   (Followers: 14)
Creativity and Educational Innovation Review     Open Access   (Followers: 2)
Creativity. Theories ? Research ? Applications     Open Access   (Followers: 6)
Crítica Educativa     Open Access   (Followers: 1)
Critical Education     Open Access   (Followers: 16)
Critical Intersections in Education     Open Access   (Followers: 2)
Critical Studies in Education     Hybrid Journal   (Followers: 35)
CRMA Journal of Humanities and Social Sciences     Open Access   (Followers: 1)
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje     Full-text available via subscription  
Cross Section     Full-text available via subscription   (Followers: 1)
Cuaderno de Pedagogía Universitaria     Open Access  
Cuadernos de Educación     Open Access  
Cuadernos de Investigación Educativa     Open Access  
Cuadernos de Investigación y Formación en Educación Matemática     Open Access  
Cuestiones Pedagógicas : Revista de Ciencias de la Educación     Open Access  
Cultura y Educación     Hybrid Journal   (Followers: 3)
Cultural Studies of Science Education     Hybrid Journal   (Followers: 11)
Culture and Organization     Hybrid Journal   (Followers: 20)
Cumhuriyet International Journal of Education     Open Access   (Followers: 1)
Current Issues in Education     Open Access   (Followers: 22)
Current Issues in Middle Level Education : Journal of the National Association of Professors of Middle Level Education     Open Access  
Currents in Pharmacy Teaching and Learning     Hybrid Journal   (Followers: 3)
Curriculum and Teaching     Full-text available via subscription   (Followers: 15)
Curriculum Development Journal     Open Access   (Followers: 5)
Curriculum Inquiry     Hybrid Journal   (Followers: 17)
Curriculum Journal     Hybrid Journal   (Followers: 17)
Curriculum Perspectives     Hybrid Journal   (Followers: 4)
Curriculum Studies in Health and Physical Education     Hybrid Journal   (Followers: 9)
Cylchgrawn Addysg Prifysgol Cymru / University of Wales Journal of Education     Full-text available via subscription   (Followers: 1)
Da Investigação às Práticas : Estudos de Natureza Educacional     Open Access  
Dance Education in Practice     Hybrid Journal   (Followers: 1)
Dansk Universitetspædagogisk Tidsskrift     Open Access   (Followers: 1)
Daya Matematis : Jurnal Inovasi Pendidikan Matematika     Open Access  
Deafness & Education International     Hybrid Journal   (Followers: 7)
Dean & Provost     Hybrid Journal   (Followers: 2)
Decision Sciences Journal of Innovative Education     Hybrid Journal   (Followers: 5)
Democracy & Education     Open Access   (Followers: 15)
Desimal : Jurnal Matematika     Open Access  
Development and Alumni Relations Report     Hybrid Journal   (Followers: 3)
Dhammathas Academic Journal     Open Access  
Diá-logos     Open Access  
Diadik : Jurnal Ilmiah Teknologi Pendidikan     Open Access  
Dialectic : A scholarly journal of thought leadership, education and practice in the discipline of visual communication design     Open Access   (Followers: 1)
Dialektika : Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Dialogic Pedagogy : An International Online Journal     Open Access   (Followers: 3)
Diálogos Educacionais em Revista     Open Access  
Diálogos sobre educación. Temas actuales en investigación educativa     Open Access  
Dialogues : An Interdisciplinary Journal of English Language Teaching and Research     Open Access   (Followers: 4)
Diaspora Indigenous and Minority Education     Hybrid Journal   (Followers: 7)
Didáctica Geográfica     Open Access  
Didáctica. Lengua y Literatura     Open Access   (Followers: 1)
Didácticas Específicas     Open Access  
Die Unterrichtspraxis/Teaching German     Hybrid Journal   (Followers: 6)
Digital Experiences in Mathematics Education     Hybrid Journal   (Followers: 3)
DIKBASTRA : Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Dinamika Ilmu     Open Access  
Dinamika Pendidikan     Open Access  
Dirāsāt : Jurnal Manajemen dan Pendidikan Islam     Open Access  
DIRE : DIversités REcherches et Terrains     Open Access  
Disability Compliance for Higher Education     Hybrid Journal   (Followers: 7)
Disciplinary and Interdisciplinary Science Education Research     Open Access  
Discourse and Communication for Sustainable Education     Open Access   (Followers: 4)
Discourse: Studies in the Cultural Politics of Education     Hybrid Journal   (Followers: 18)
Distance Education     Hybrid Journal   (Followers: 48)
Distances et Médiations des Savoirs     Open Access   (Followers: 1)
Diversidade e Educação     Open Access  
Drugs: education, prevention and policy     Hybrid Journal   (Followers: 10)
DWIJA CENDEKIA : Jurnal Riset Pedagogik     Open Access  
Dyslexia     Hybrid Journal   (Followers: 16)
e-International Journal of Educational Research     Open Access   (Followers: 1)
e-learning and education (eleed)     Open Access   (Followers: 40)
e-Mosaicos : Revista Multidisciplinar de Ensino, Pesquisa, Extensão e Cultura do Instituto de Aplicação Fernando Rodrigues da Silveira     Open Access  
EARI : Educación Artística Revista de Investigación     Open Access  
Early Education     Full-text available via subscription   (Followers: 7)
Early Education and Development     Hybrid Journal   (Followers: 22)
Early Years Educator (EYE)     Full-text available via subscription   (Followers: 13)
Early Years: An International Journal of Research and Development     Hybrid Journal   (Followers: 14)
Eccos Revista Cientifica     Open Access  
ECNU Review of Education     Open Access  
Eco Matemático     Open Access  
École numérique     Free   (Followers: 1)
Economic Education Analysis Journal     Open Access  
Economics of Education Review     Hybrid Journal   (Followers: 28)
Econosains : Jurnal Online Ekonomi Dan Pendidikan     Open Access  
Edcomtech Jurnal Kajian Teknologi Pendidikan     Open Access  
Edmetic: Revista de Educación Mediática y TIC     Open Access  
Edu Komputika Journal     Open Access   (Followers: 1)
Edu-Sains : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam     Open Access  
Educa     Open Access  
Educação & Formação     Open Access  
Educação & Linguagem     Open Access  
Educação e (Trans)formação     Open Access  
Educação e Pesquisa     Open Access   (Followers: 1)
Educação em Análise     Open Access  
Educação em Foco     Open Access  
Educação em Foco     Open Access  
Educação em Revista     Open Access  
Educação Matemática Debate     Open Access  
Educação Química en Punto de Vista     Open Access  
Educação Unisinos     Open Access  
Educação, Escola e Sociedade     Open Access  

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Canadian Journal of Science, Mathematics and Technology Education
Journal Prestige (SJR): 0.346
Number of Followers: 20  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1492-6156 - ISSN (Online) 1942-4051
Published by Springer-Verlag Homepage  [2469 journals]
  • Technological Practices of Middle Years Students with Mathematics Learning
           Disabilities

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      Abstract: Abstract In recent years, the use of personal electronic devices has become widespread in Canadian society, and many Canadian schools are adopting “bring your own device” policies. This exploratory research investigates the technological practices of middle years students with mathematics learning disabilities who use personal electronic devices to support their learning. Video-recorded semi-structured interviews were conducted with 14 participants in grades 6 and 8 at four schools in two western Canadian cities. Through grounded theory, themes related to the principles of the Universal Design for Learning emerged, suggesting that participants’ practices with their personal electronic devices indeed helped them to access text content, and express their knowledge and understanding related to school mathematics. This study identifies some learner-driven practices, providing a stronger voice to students with mathematics learning disabilities in suggesting better ways to make use of everyday technology as a learning support.
      PubDate: 2022-06-21
       
  • STEM Teaching and Learning in Bush Kinders

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      Abstract: Abstract For over 50 years, the forest school approach to nature learning has gathered momentum in the UK and across parts of Europe including Scandinavia (Knight, 2016). In other contexts such as Canada, New Zealand and Australia, nature-based early childhood education and care settings, influenced by European forest school approaches, have begun to gain popularity. Opportunities for STEM education occur in nature-based settings, such as forest schools and nature kindergartens, yet this area has only garnered limited research attention to date. One such example of a nature kindergarten which emerged in the 2010s is Australian ‘bush kinder’ where 4- to 5-year-old preschool children experience and learn from nature. This paper arrives at an innovative conceptualisation of STEM teaching and learning in bush kinders. Through analysing research in early years STEM education, teacher pedagogy and early childhood learning, I propose a teaching and learning process that is replicable for similar nature-based early childhood education and care settings. Drawing on vignettes from ethnographic fieldwork data, the conceptualisation of an integrated approach to STEM teaching in bush kinders is illustrated. To frame the approach to STEM teaching, this analysis builds on the notions that STEM teaching and learning can take the form of a five-phased cyclical process. It is this process that contributes to the conceptualisation of STEM teaching and learning in early childhood education.
      PubDate: 2022-05-31
       
  • A Framework and a Research Design Proposal to Identify Preservice
           Teachers’ Integration Performance of Science and Mathematics

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      Abstract: Abstract Integration is an important, albeit difficult, goal of science and mathematics education. This paper presents a framework and a research design proposal to identify preservice teachers’ (PSTs) integration performance of science and mathematics (IPoSM). It also presents the classification of PSTs’ level of integration in each phase of a problem-based learning (PBL) activity, within the proposed framework, and evidence of their work. The framework is organized in three levels of integration, based on current research, and detailed with specific integration indicators about an exemplary PBL activity, named STEM Bees. This PBL activity was structured as a research problem divided into two integrated problems. A qualitative methodology was used, focused on the application of the framework to the work of PSTs in that PBL activity. The final participants were 13 PSTs, organized in four working groups. In general, results show that PSTs’ integration performance was higher with the second problem than with the first problem. However, full integration with meaningful connections between science and mathematics ideas was achieved by almost all PST at the conclusion of the research problem. The IPoSM framework indicators proved to be useful for identifying the level of integration of science and mathematics in PSTs’ work in each phase of the PBL activity. Keeping the IPoSM framework in mind, teacher educators could elaborate more effective problem-based integrated approaches of science and mathematics in initial teacher education.
      PubDate: 2022-04-22
       
  • Do You Need ‘The Machine’' Tipping in Canada Is
           Unconscious (Part I)

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      Abstract: Abstract Constantly on the lookout for Canadian mathematics education matters, I recently experienced a major personal tipping point. The juxtaposition of two different customer service situations was simply too much for me to handle. Now through the looking glass, it was abundantly clear that tipping in Canada is unconscious, and the evidence was everywhere. The current state of financial literacy education in Canadian schools, the opportunity that COVID-19 has provided for us to renew Canada’s implied gratuity guidelines, and an investigation into pre- and post-tax bill totals all supported my assertion that the tipping culture in Canada is a habit in many senses of the word. A look back at how tipping in Canada has evolved from parting with a few coins every once and a while, and a look at the evolution of the point of sale terminal, which I refer to as ‘The Machine’, helped me realize that I am unable to move on and start looking for other Canadian mathematics education matters just yet. After all, if Canadian mathematics education matters, then Canadian mathematics education matters. As such, Part II of this article follows in the next issue. Stay tuned.
      PubDate: 2022-04-22
       
  • Frameworks Supporting Socially Responsible Science Education:
           Opportunities, Challenges, and Implementation

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      Abstract: Abstract The world currently faces many globally connected and locally specific challenges that stimulate new ideas and expectations for science education. One response to these challenges has been development of visions for school science that seek to foster social responsibility in learners, encouraging them to take a critical stance towards products of science and technology while also empowering them to reduce potential harm these products have on individuals, societies, and environments. Recently, varying degrees of socially responsible science education have made their way into national and provincial curriculum documents; however, limited guidance on how to implement, critique, and adapt such visions to various contexts can stifle reform. In this article, we examined four frameworks which can support socially responsible science education, reviewed opportunities and challenges teachers feel are associated with their implementation, and used the review to provide recommendations for future interventions. We found teachers typically agree the frameworks benefit student learning by providing a context for students to use and learn science. They perceive system-level factors such as an aligned curriculum to be critical, where curricular content, competencies, and assessment requirements should reflect the aims and overall methods of the frameworks. Regardless of curricular alignment, concerns raised by teachers point to intervention strategies. They should include a focus on teachers’ context and practice, being sustained over a period that allows for deep exploration, while in collaboration with other educators or knowledgeable others. Directions for future research and policy are discussed.
      PubDate: 2022-04-20
       
  • CJSMTE: an Expanded Journal

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      PubDate: 2022-04-19
       
  • Une stratégie de réseautage pour une analyse sémiotique et discursive
           des pratiques langagières de l’enseignant lors d’une discussion
           collective dans une séance intégrant un environnement informatique

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      Abstract: Abstract In this paper, we use a networking strategy that combines the theory of semiotic mediation and commognitive theory to develop a framework for analyzing a teacher's language practices in a group discussion during a lesson integrating a dynamic geometry environment. We combined these approaches through the concept of a focal project, which we applied to examine the teacher’s discourse during group discussions. The teacher’s focal project is identifiable through the semiotic and discursive characteristics of his various interventions. We used the framework to analyze a group discussion that introduced students to the algebraic measurement of the arc of a circle. This allowed us to observe changes in the teacher’s discourse and identify how he used elements of the activity in combination with the available technology as a means for semiotic mediation to guide the development of the intended mathematical signification.
      PubDate: 2022-04-12
      DOI: 10.1007/s42330-022-00201-w
       
  • La RCESMT: une revue élargie

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      PubDate: 2022-04-06
      DOI: 10.1007/s42330-022-00205-6
       
  • Using a Mixed Methods Approach to Study the Relationship Between
           Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics
           Teaching Anxiety in Preservice Elementary School Teachers in Ontario

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      Abstract: Abstract Preservice elementary school teachers are under ever increasing pressure to deliver quality mathematics instruction to their students. Mathematics anxiety and mathematics teacher efficacy are constructs that are commonly measured in preservice elementary school teachers and are used to help identify future challenges these preservice teachers might have when teaching mathematics. Mathematics teaching anxiety is a relatively new construct measured in preservice elementary school teachers. Mathematics teaching anxiety aims to separate the anxiety experienced when doing mathematics from the anxiety experienced when teaching mathematics. This study used a modified version of an explanatory sequential mixed methods design to examine the relationship between mathematics anxiety, mathematics teaching anxiety, and mathematics teacher efficacy in preservice elementary school teachers in Ontario. Participants were preservice elementary school teachers across six teacher education programs in Ontario. Questionnaire data was gathered from 185 participants, 16 of whom were also interviewed. Results indicate that mathematics teaching anxiety is significantly correlated to both mathematics teacher efficacy and mathematics anxiety, but there was a lack of correlation between mathematics anxiety and mathematics teacher efficacy. These results indicate that mathematics teaching anxiety does interact with mathematics anxiety; however, mathematics teacher efficacy and the introduction of mathematics teaching anxiety may disrupt the previous belief that mathematics anxiety and mathematics teacher efficacy are negatively correlated. Furthermore, interview and short answer responses showed that preservice elementary school teachers who were mathematically anxious were aware of their anxieties and developed methods of overcoming their feelings while maintaining effective teaching practices.
      PubDate: 2022-04-05
      DOI: 10.1007/s42330-022-00203-8
       
  • Models, Incommensurability, and Multiculturality of Scientific Notions in
           Indigenous Children

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      Abstract: Abstract This study presents an analysis of the incommensurability about the representations or models elaborated by children from an Indigenous community within three areas or cultural domains, namely, the ethnic, daily (domestic), and school domains and their implications in relation to science education. The children belong to an Indigenous Nahuatl community which is located in the Sierra Norte of Puebla, México. The analysis is based on the children’s model constructions concerning two scientific topics: (1) the mixture of colours and (2) the Earth’s shape and day-night cycle. Both topics belong to the school program. The children’s models are the result of previous investigations that are analysed within this work from an epistemological approach where non-translatability criteria are used to determine the incommensurability of the corresponding models to the different cultural areas. The results show that the models in each area are effectively incommensurable and are therefore coexistent without any integration or displacement process or the presence of conflict among the three cultural areas on a daily life basis. A brief discussion is showed on the implications of results on the difficulties of crossing border processes and the potential conceptual conflicts in young students.
      PubDate: 2022-03-31
      DOI: 10.1007/s42330-022-00190-w
       
  • Confirmation and Structured Inquiry Teaching: Does It Improve Students’
           Achievement Motivations in School Science'

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      Abstract: Abstract Guided and open inquiry stands as a valuable instructional strategy for science education. Yet, confirmation and structured inquiry, which provides higher levels of teacher guidance, is more often enacted. These approaches, though more workable, remain unexplored in their effectiveness in improving achievement motivations. This study draws on expectancy-value theory to explore the effect of short-term confirmation and structured inquiry on students’ expectancies of success and intrinsic values in school science when compared to traditional lecture-based strategies. One hundred and nineteen Spanish sixth graders were assigned to three pedagogical conditions using classroom clusters: lecture (control group), confirmation inquiry, and structured inquiry. The intervention consisted of two units of three hours each. Findings revealed no statistically significant differences between pedagogical conditions. Overall, this study failed to find evidence of a difference in students’ expectancies of success and intrinsic value of school science when lecture, confirmation, or structured inquiry teaching strategies were used.
      PubDate: 2022-03-26
      DOI: 10.1007/s42330-022-00197-3
       
  • The Development and Application of a Public Energy Literacy Instrument

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      Abstract: Abstract Few and fairly limited measures of public energy literacy exist, especially in the Canadian context. We argue that more needs to be known about the public with respect to their energy-related literacy, given their increasing involvement as informants to and participants in energy systems and sustainability transitions. In this article, we describe the development and application of a public energy literacy instrument measuring three recognized domains of energy literacy (cognition, attitudes, and behaviours) in an urban setting. Existing surveys, frameworks, and models from academic and grey literature were used to guide development. Mixed methods included pretesting, cognitive interviews, and quantitative and qualitative analysis. The resulting instrument is a 15-item, 5-item, and 9-item measure of energy-related knowledge, attitudes, and behaviours, respectively. The instrument was administered to 204 Torontonians, who demonstrated low knowledge but high attitude and behaviour scores. Results support a reliable instrument that can be used in further research as well as in the field.
      PubDate: 2022-03-25
      DOI: 10.1007/s42330-022-00196-4
       
  • Gender Differences in Self-efficacy for Programming Narrowed After a 2-h
           Science Museum Workshop

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      Abstract: Abstract Many girls believe they have little natural ability in computer science and girls’ perception of self-efficacy beliefs for programming is generally low. Offering engaging hands-on programming activities could be a beneficial strategy to increase girls’ self-efficacy beliefs for programming since it has the potential to offer them exposure to mastery experiences. However, a programming workshop in a museum might not offer ideal settings to promote girls’ mastery experiences in programming because of its short duration and how gender stereotypes may impact the participation in hands-on activities. In the research presented here, we explore how a science museum’s introductory programming workshop focused on robotics can impact pupils’ self-efficacy beliefs for programming related to mastery experiences, with a specific focus on girls. H1—Prior to the programming workshop, it is expected that girls’ self-efficacy beliefs will be lower than boys’. H2—Boys generally have more positive experiences with STEM activities than girls, irrespective of experimental condition. Thus, following the workshop, we predict that girls’ and boys’ self-efficacy for programming will have increased, but that boy’s self-efficacy beliefs will remain higher than girls’. In total, 172 pupils (94 girls) aged 10–14 years completed a Mastery Experiences in Programming questionnaire before and after taking part in a programming workshop. Our results show that after a 2-h programming workshop in a science museum, gender differences in self-efficacy for programming initially observed narrowed and even disappeared.
      PubDate: 2022-03-24
      DOI: 10.1007/s42330-022-00193-7
       
  • Blended Learning and Student-centered Active Learning Environment: a Case
           Study with STEM Undergraduate Students

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      Abstract: Abstract This paper describes an embedded case study of “blended” teaching integrated with traditional lessons in a Student-Centered Active Learning Environment and social activities on the platform. The didactic phenomena were designed by creating learning environments, artifacts, and teaching/learning sequences in authentic educational contexts. We aim at improving the task design of a mathematics lesson with an impact on students’ performance in mathematics. Quantitative results show considerable benefits in the evolution of the use and coordination of several systems of semiotic representation. As a result, a better predisposition to the study of the subject seems to appear; moreover, the satisfaction test shows the achievement of alternative teaching methodologies for most of the students.
      PubDate: 2022-03-14
      DOI: 10.1007/s42330-022-00195-5
       
  • Reasoning and Proof in Algebra: The Case of Three Reform-Oriented
           Textbooks in China

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      Abstract: Abstract Examining the narratives of algebra content of three popular series of mathematics textbooks in China, this study explored the opportunities for students to learn about reasoning and proof (RP). In this study, we incorporated Davis’s subdivision of conjecture into Stylianides’s framework. Based on this, we analysed the components of RP (patterns, conjectures, proofs and non-proof arguments), as well as the purposes of each component respectively. The results show that the proportion of RP tasks was less than 40% and there was no significant statistical difference in the number of RP components by grade among the three series of textbooks. On the other hand, across topic levels, there was a significant statistical difference in RP tasks. Furthermore, there were only a few opportunities for developing conjecture precursors and proof precursors. Based on them, we discussed the arrangement and features of Chinese textbooks to explain these differences.
      PubDate: 2022-03-01
       
  • A Disorienting Dilemma: Teaching and Learning in Technology Education
           During a Time of Crisis

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      Abstract: Abstract The way individuals interpret and reinterpret their experience is central to meaning-making and impacts teaching and learning. Grounded in Mezirow’s transformative learning theory, this research explores whether pandemic-related emergency remote teaching manifested as a “disorienting dilemma” for technology educators. Teachers negotiated curricular outcomes between physical aspects of making and doing, as well as creative problem solving through design, resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation, and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. In conditions of fear and trauma, little is known about the impact a chaotic way of being has on learners and educators. While we cannot predict what the “new normal” will look like for schools, and what the long-term effects of emergency remote teaching will be, our research demonstrates that the disorienting dilemma COVID-19 presents will continue to shape the pandemic transformed pedagogy of technology educators.
      PubDate: 2022-02-25
      DOI: 10.1007/s42330-022-00191-9
       
  • Reflections During the COVID-19 Pandemic: Science, Education, and Everyday
           Life

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      Abstract: Abstract During the COVID-19 crisis, we have been able to witness, in many countries, a substantive resistance to the science-based arguments of politicians and to the calls from the medical field to implement safety measures (masks, distancing) and to get vaccinated. In this text, some reflections are provided on what this resistance might tell the science education community about the impact the field has had on individual persons specifically and society as a whole. It is suggested that we ought to think about science learning for life following formal education, and some features are described that make science in the classroom more relevant to students.
      PubDate: 2022-02-15
      DOI: 10.1007/s42330-022-00194-6
       
  • Nouveau programme collégial québécois de Sciences de la nature:
           commentaire sur l’article de Désautels (2020) et pistes pour
           l’intervention

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      Abstract: Abstract This journal recently published an article by Jacques Désautels in which he described a review of the pre-university Natural Sciences program in Quebec and how this review resulted in a training framework tainted by scientism, similar to the previous version of the program. We agree with Désautels’ arguments and share many of his underpinning views. In response to his article, we first present an overview of Désautels’ assertions, identifying two major problems in the review of the program: first, the methodology used in the consultations with university professors to understand their expectations of pre-university graduates, and second, the conflict between politics and epistemology in the new program’s content. We then examine the universities’ expectations, which – in our view – may not be met if the program is rolled out as written. Finally, because the program is likely already set in stone, we offer some suggestions to our teacher colleagues in the science program that may help alleviate some of the issues raised by Désautels and help students meet university expectations.
      PubDate: 2022-02-04
      DOI: 10.1007/s42330-022-00192-8
       
  • Un moment pour réfléchir

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      PubDate: 2022-01-08
      DOI: 10.1007/s42330-021-00189-9
       
  • A Time to Reflect

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      PubDate: 2022-01-05
      DOI: 10.1007/s42330-021-00188-w
       
 
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