0

tandfonline.com – Vertebrate species knowledge: an important skill is threatened by extinction

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Vertebrate species knowledge, a key factor for conserving biodiversity, is a compulsory part of school curricula. This study evaluated the vertebrate species knowledge of sixth-grade German grammar school pupils (aged 11–13) to investigate the influence of socio-demographic factors (gender, size of hometown, mother tongue), personal expectations (favourite school subject, performance in biology, expected test results) and possibilities to do nature observations (favourite playing area, number of excursions to nature) on identification skills. In addition, the study examined whether schoolchildren’s taxonomic knowledge changed over the years. In a species identification test, participants (N = 984) scored an average of 14.18 ± 3.82 out of 25 points. The results showed that their species knowledge was significantly influenced by their personal expectations on test performance,… Continue Reading

0

tandfonline.com – Discourse-directed framing as communication strategy alters students’ concept of antibiotics and antibiotic resistance formation

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT One of the most urgent matters in current medicine is the preservation of antibiotic treatment options due to an increasing threat of antibiotic resistance in pathogenic microorganisms. Therefore, increasing awareness by adapted science education and communication regarding this topic is of the utmost importance. This article shows that an out-of-school laboratory course using active learning techniques is a valuable contribution to traditional teaching inciting personal and social responsibility. Attitude toward science (BRAINS), value of science to society (MATS), situational interest and emotions were tested. The participants’ conception of antibiotics was evaluated by analysing follow-up mind maps. Generally, the laboratory course created positive feelings and situational interest. Compared to an instructor-directed frame, communication within an individually adapting discourse-directed frame… Continue Reading

0

tandfonline.com – Challenges Solving Science Tasks with Text–Picture Combinations Persist beyond Secondary School

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Combinations of text and different types of pictures are commonplace in biology as in science in general. The single representations (i.e., text, picture) constituting a text–picture combination may contain redundant or complementary information. The ability to identify and integrate information in different kinds of text–picture combinations is indispensable for engaging in science and is normatively expected to be acquired in school. In this experimental study, which was not preregistered in an independent institutional registry, N = 240 undergraduate students worked on 2 constructed-response biology tasks originating from authentic final exams to obtain the higher education entrance qualification. The material carried equivalent information between conditions but consisted of redundant or non-redundant text–picture combinations or only texts. Analysis of variance revealed negative… Continue Reading

0

tandfonline.com – Interest in STEM among children with a low socio-economic status: further support for the STEM-CIS-instrument through the adapted Dutch STEM-LIT measuring instrument

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract When in 2014 the STEM Career Interest Survey (STEM-CIS) was developed, the researchers could check this instrument with other target audiences. Also, the question remained if the instrument was applicable for both boys and girls. This article describes the development and validation of a Dutch language version of it, called the STEM-LIT instrument, an instrument to measure the interest of children aged between ten and 12 years in Science, Technology, Engineering and Mathematics (STEM), focusing specifically on children from families with low socio-economic status (SES). The instrument has been adapted and developed in five stages and tested among Dutch primary school pupils in groups seven and eight (ages 10–11 and 11–12). The instrument was first tested in two… Continue Reading