All posts by: technovision

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Indonesia Vocational High School Science Teachers’ Priorities Regarding 21st Century Learning Skills in Their Science Classrooms

Abstract: The purpose of this study was to examine vocational high school science teachers’ instructional prioritizing the 21st Century Skills mandated in the Indonesian National Curriculum 2013 revision. The Indonesian government implemented this curriculum in 2017 to support students’ career readiness, which was inadequately addressed in previous curriculum documents. Survey data was obtained from the population of vocational high school science teachers in the city of Pontianak, West Kalimantan province, Indonesia. The study contrasted the prioritizing of 21st Century Skills objectives with previous curriculum objectives, in order to determine if teachers give priority to current curriculum requirements or are still focusing on previous requirements. The study furthermore examined whether teacher demographic data are associated with their teaching priorities. Results indicate teachers do prioritize the 21st Century Learning Skills over previous curriculum objectives. Novice teachers report higher priority on communication skills and male teachers give higher priority to problem solving. Future research includes determining how these priorities translate into classroom practice.


Download: JRSMTE #V2-2-2_HARYANI
Download: 33, size: 903.2 KB, date: 11.May.2019
Online First, Vol. 2 Iss. 2

The Development and Validation of a 21st Century Skills Instrument: Measuring Secondary School Students’ Skills

Abstract: Due to the rapid change in technology and information dissemination, the qualities and skills employers and colleges demand in the 21st century have changed. To help higher education institutions and workforce to identify and measure their prospective students and employees’ skills respectively, we designed an instrument for secondary grade students to self-assess their 21st century skills. After successful piloting, validation of the final instrument was done with 282 high school students from a public high school in Texas. We utilized exploratory factor analysis and investigated construct validity for the instrument using principal axis factoring with Promax rotation and Kaiser normalization. We found that the original 48 items developed for the instrument were loading the four factors as theorized in our model. Finally, confirmatory factor analysis (CFA) models for four scales were separately investigated. Maximum likelihood estimation method was used for all analyses though Mplus8.2 (Muthén & Muthén, 1998-2017). We came up with 5 factors and 43 items. Researchers, K-12 educators, postsecondary educators, and employers may benefit from the development of this instrument.


Download: JRSMTE #V2-2-4_SAHIN
Download: 26, size: 759.4 KB, date: 07.May.2019
Online First, Vol. 2 Iss. 2

How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches

Abstract: The purpose of this case study was to explore how (if in any way) three informal science approaches as part of a teacher preparation program could shape preservice teachers’ personal philosophies of science teaching and learning. Data were collected in a period of two academic semesters in the context of an elementary methods course through the following sources: science autobiographies, personal philosophies about science teaching, drawings about their most memorable and least memorable experiences of science, three reflective journals about the three informal science experiences (i.e., working with scientists, field, science festival), lesson plans, responses to final exam questions, observations, and semi-structured interviews. The participants were 16 preservice elementary teachers, seven males and nine females. Open coding techniques were used to analyse the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal learning in teachers’ preparation has the potential to support preservice teachers’ in reconstructing their ideas about science and science teaching in ways that are aligned with reform efforts emphasizing student engagement, working with scientists, and utilizing out-of-school spaces for learning.

Download: JRSMTE #V2-2-3_SKAYIA
Download: 29, size: 751.2 KB, date: 01.May.2019
Online First, Vol. 2 Iss. 2

Women Missing in STEM Careers: A Critical Review through the Gender Lens

Abstract: Although the number of female science students has increased at secondary level in many countries since 1990, this has not translated into pursuing a STEM education at tertiary level and not even into STEM jobs. It is thus important to analyze this issue of female participation in STEM disciplines, since their inclusion would empower them by improving the economy, health, and infrastructure worldwide and help to fight poverty internationally with technological and scientific interventions. This narrative review article aims to analyze the reasons behind female underrepresentation in STEM careers using the “feminist research methodological” approach. Underlying the conceptualization of gendering science, two specific concepts, gender role and empowerment, have been used. Here I have analyzed the educational, attitudinal, socio-cultural, and socio-economic aspects of why there are so few women in STEM careers. This analysis introduces some important concerns that can be focused on during policy implication to ensure gender equality in STEM careers.  This article highlights the socialization process of young students (especially girls), who are expected to perform their stereotyped gender roles consciously or subconsciously both in the family and educational settings. These gendered ideologies are clearly interlinked to the career they become interested or influenced in. The analysis reflects and recommends that subject domains and job sectors should be gender neutral where life experiences and interests of individuals should be emphasized. Such important concerns raised in this article would help educators in policy implication to ensure gender equality in STEM careers.

Download: JRSMTE #V2-2-1_ARIFIN
Download: 39, size: 931.8 KB, date: 20.Apr.2019
Online First, Vol. 2 Iss. 2

Using e-learning in pre-service English teacher education in Chinese fourth-tier cities: An exploratory study

Abstract: Nowadays, e-learning is widely adopted in all education sectors, but different teachers utilize different strategies to teach their students. In the field of teacher education, views on the ways in which e-learning can be used are also varied. It is worth exploring how to implement e-learning in courses and how student teachers can apply the e-learning strategies they learned during their own field experience courses. A better understanding of the current practice will not only help teacher educators and student teachers to understand relevant pedagogical approaches in regard to e-learning, but will also enable student teachers to learn how to use appropriate e-learning strategies in their classes. This study explores the e-learning strategies adopted in teacher education courses for pre-service English teachers in mainland China, with a focus on Chinese fourth-tier cities. A total of 475 student teachers were involved and a mixed-method research approach was adopted. Both qualitative and quantitative data were collected via questionnaires and interviews. The findings can enhance the current understanding of the common strategies used in e-learning in English pre-service teacher education courses in Chinese fourth-tier cities. We also give some suggestions for better future e-learning pedagogical approaches.

Download: JRSMTE #V2-1-5_YANG
Download: 100, size: 1.2 MB, date: 31.Jan.2019
Vol. 2 Iss. 1

Framework for the Parallelized Development of Estimation Tasks for Length, Area, Capacity, and Volume in Primary School – A Pilot Study

Abstract: The purpose of this study is to present a framework for the development of parallelized estimation tasks for the visible measures length, area, capacity, and volume. To investigate if there are differences between the estimation types of task, a written estimation test for 3rd- and 4th-graders was developed. It includes eight different types of task for each measure. The percentage deviation of the estimated value from the real value (the measured size) of 137 students indicates that there are differences between the four measures as well as within the types of task that affect over- and underestimation and the estimation accuracy. Further research could address relations between the estimation of visible measures and the investigation of more characteristics in an estimation task, using a written estimation test that is based on this valid framework.

Download: JRSMTE #V2-1-2_WEIHER
Download: 55, size: 977.8 KB, date: 28.Jan.2019
Vol. 2 Iss. 1

Reliability of ACCUPLACER Score in Predicting Success in Quantitative Reasoning Course

Abstract: The purpose of this study was to determine the correlation between the ACCUPLACER placement test score (elementary algebra) and the student success in the quantitative reasoning course at Regis College. Our study points to a weak but significant correlation between the ACCUPLACER placement score and the student success in the quantitative reasoning course. We propose that an in-house placement system based on the unique requirements of the institution will be a much more effective approach to place the students at appropriate levels of instruction.

Download: JRSMTE #V2-1-1_MATHEW
Download: 57, size: 822.0 KB, date: 28.Jan.2019
Vol. 2 Iss. 1

STEM Education and Research in a Changing World: Our Social Responsibility

At the awaking of the third millennium, in the here and now, the world finds itself facing a series of challenges, such as climate change, poverty, inequality, refugee crisis, unemployment, and so on, and so on. These global challenges raise a number of questions for STEM education and research: What should we teach our children? What knowledge and skills will our children need to have in 2050? How can we utilize scientific and technological knowledge to address global challenges? How can we think beyond the here and now in order to prepare ourselves for the future societies? Essentially, two questions are raised for STEM researchers: (a) what is the role of STEM education and research in a constantly changing world? and, (b) How does STEM shape our societies and how are our societies shaped by STEM?

Download: editorial 2019
Download: 44, size: 110.0 KB, date: 28.Jan.2019


Vol. 2 Iss. 1

Beliefs towards Mathematics in Elementary Education Teachers: a comparative study

Abstract: This work is part of a broader investigation developed in Ibero-America, whose main objective is to carry out an analysis of the affective domain towards mathematics in elementary education teachers, and how that could affect the teaching practices. In particular, this work focusses on the beliefs towards mathematics and shows the comparison between teachers of two countries: Spain and Colombia. The methodology consisted on a quantitative approach at a descriptive level, using a convenience sample composed of 235 teachers (105 from Spain and 130 from Colombia); the instrument was translated to Spanish from the scale of Beliefs of Baroody and Coslick (1998); the statistical analysis was performed with SPSS v 22. The results showed in both countries a majority of teachers who manifested Euclidean beliefs, without differences by country. On the other hand, there were significant differences in the Quasiempirist category, with more Colombian than Spanish teachers lying on; in the importance provided to the context in the teaching of Mathematics, and in the conception of the mathematical skill as inherent. The limitations of the study are exposed and several suggestions to deepen the study in the future are made.

Download: JRSMTE #V1-3-7_Fernandez-Cezar
Download: 104, size: 728.0 KB, date: 14.Sep.2018
Vol. 1 Iss. 3

Physics classroom interactions: Teaching strategies and practices

Abstract: This study investigated the interactions that occurred as part of the learning from a national survey of high school physics teachers in New Zealand (NZ) in relation to decile ranking.  Specifically, the study investigated how often particular teaching strategies and practices such as: teaching approaches, teacher feedback and guidance, and ICT usage, occurred during physics teaching. Data were analyzed using descriptive statistical and inferential statistics – MANOVA. Among other things, the study revealed that learners were not exposed to the teaching methods that potentially give them the chance to observe, engage and/or discover expert strategies in context. There was a lack of use of problem-based or inquiry learning models for learning. However, there was no significant difference between teaching in the various decile rankings.  The implications of the findings are discussed.

Download: JRSMTE #V1-3-6_BUABENG
Download: 98, size: 508.2 KB, date: 08.Sep.2018
Vol. 1 Iss. 3