scholarly journals TEACHING TO USE IN SCIENCE AND MATHEMATICS PREVIOUSLY ACQUIRED SKILLS

2016 ◽  
Vol 2 ◽  
pp. 51
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Uldis Dzērve ◽  
Jānis Vilciņš
Keyword(s):  
Teacher Performance ◽  
Basic Skills ◽  
Real Life ◽  
9Th Grade ◽  
National Testing ◽  
And Mathematics ◽  
Development Of Students

Goal of the research is to analyse how students currently succeed in using basic skills acquired in mathematics, in science and real-life contexts, before new reforms in Latvia for the development of students' competence have been started. Only about 20% of students in the national testing for 9th grade were able to do it. The research analysed students’ papers, results, and study aids, as well as teacher performance in lessons.

scholarly journals STUDENT GRAPHICAL INFORMATION LITERACY IN MATHEMATICS AND SCIENCE

2017 ◽  
Vol 2 ◽  
pp. 81
Author(s):  
Ilze France ◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Jānis Vilciņš ◽  
Uldis Dzērve ◽  
...  
Keyword(s):  
Student Performance ◽  
Real Life ◽  
Thinking Skills ◽  
9Th Grade ◽  
Improve Student Performance ◽  
Life Context ◽  
Competency Based ◽  
Oecd Pisa ◽  
And Mathematics ◽  
National Test

Among the most important 21st century skills that every student needs are the ability to work with information. The key for implementing competency based approach to learning will be related to how students' ability to apply skills acquired in, for example, mathematics can be transferred to other subject contexts. Newest OECD PISA results presented in 2016 show a recurring tendency that in Latvia there is a small number of students whose performance is in accordance to the 5th and 6th level of the framework. These two levels represent students' ability to apply deep thinking skills in new learning contexts. It is necessary to analyze the causes of this situation in order to identify opportunities for how to improve student performance. Accordingly, the research goal is to analyze how Latvian students manage to apply deep thinking skills in 9th grade national test assignments where they need to analyze graphic information in science and real life context. Additionally, the research aims to analyze the cognitive depth of science and mathematics assignments included in the national test as well as how the acquisition of these skills are planned in the learning content of educational regulations and learning materials.

Basic Skills Common To Science and Mathematics

1979 ◽  
Vol 79 (7) ◽  
pp. 555-565 ◽  
Author(s):  
James Joseph Gallagher
Keyword(s):  
Basic Skills ◽  
And Mathematics

Optical Instrumentation for an Interdisciplinary Student Research Course

1997 ◽  
Vol 9 (2) ◽  
pp. 76-82
Author(s):  
Irina Lyublinskaya
Keyword(s):  
Real Life ◽  
Traditional Learning ◽  
Interdisciplinary Curriculum ◽  
Student Research ◽  
Optical Instrumentation ◽  
Main Emphasis ◽  
Hands On ◽  
One Year ◽  
Development Of Students ◽  
Mathematics And Science

A one year course with main emphasis on the development of students' research skills has been offered at the Arkansas School for Mathematics and Science. The content core of the course is optics and the use of optical instrumentation for research in science, mathematics, and art. The course presents a combination of rigorous content, interdisciplinary curriculum, and hands-on experiences. The course offers unique opportunities for students to engage in meaningful, non-traditional learning in real-life research settings.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

scholarly journals Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM

Technologies ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 16 ◽  
Author(s):  
Marge Kusmin
Keyword(s):  
New Technology ◽  
Real Life ◽  
Educational Institutions ◽  
Technology Platforms ◽  
Teachers And Students ◽  
Iot Devices ◽  
Innovative Resources ◽  
Group Interviews ◽  
And Mathematics ◽  
Desk Research

The rapidly developing technological landscape challenges require educational institutions to constantly renew the school's digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms that could help the schools enhance learning processes with innovative resources, and to increase students' motivation to learn. This paper summarizes the first stage of a design-based research focusing on introducing IoT technologies to secondary education. Five kits of IoT devices were co-designed by researchers, teachers, and students, to optimize their match with the curricular objectives, cost, learning curve, and re-usability in various educational contexts. The study included three steps: (1) mapping out the IoT devices on the basis of the desk research, (2) literature review on STEM education practices, and (3) two focus group interviews with teachers and students from different schools. As a result of the study, five different kits of IoT devices were purchased for schools and pilot-tested in real-life settings.

scholarly journals The Impact of Using Drama in Education on Life Skills and Reflective Thinking

2019 ◽  
Vol 14 (09) ◽  
pp. 4
Author(s):  
Hani Yousef Jjarrah
Keyword(s):  
Life Skills ◽  
Reflective Thinking ◽  
Real Life ◽  
Abu Dhabi ◽  
Drama In Education ◽  
Advantages And Disadvantages ◽  
National School ◽  
Available Information ◽  
The Impact ◽  
Development Of Students

Abstract The aim of the study was to identify the impact of using drama in education on life skills and reflective thinking. The experimental method was used and the study sample consisted of (100) students from the 10th grade at the Emirates National School in Abu Dhabi. The results showed that drama in education has an impact on life skills as it develops students' reading and numeracy skills, enables them to identify the strengths and weaknesses of their personality, and to connect study and application in the real life. Employing drama in education increased students 'skills in reflective thinking in terms of reinforced the different concepts logically analysis, and distinction between the advantages and disadvantages of different topics. The researcher recommended that the teacher should focus on the development of students' abilities to deduce the problems posed solutions through the available information on the nature of the problem and traits.

Fantasy Football and Mathematics Score Touchdowns with Students

2006 ◽  
Vol 12 (2) ◽  
pp. 74-80
Author(s):  
Daniel J. Flockhart
Keyword(s):  
National Football League ◽  
Real Life ◽  
Trade Association ◽  
Fantasy Sports ◽  
The Real ◽  
Fantasy Football ◽  
Adolescents And Adults ◽  
And Mathematics ◽  
Mathematics Score

In the 1990s, I combined two of my passions— mathematics and Fantasy Football— into a meaningful, powerful assignment that engaged students in grades 5–8 who lacked motivation in mathematics. Fantasy Football is a game played nationwide by an estimated 15 million adolescents and adults (Fantasy Sports Trade Association 2003). Between 16 percent to 20 percent of all participants are female (Beason 2005). Students create fantasy teams by purchasing National Football League (NFL) players and compete by earning points based on the real-life statistics of the players. Each week, students locate the names of their players in box scores (statistical summaries of games) to compute the points scored by their players. Weekly points are accumulated throughout the entire season, and the student with the highest cumulative points is the winner.

Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement

2017 ◽  
Vol 4 (6) ◽  
pp. 33-40
Author(s):  
Tatiana Fomina
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Mathematical Tasks ◽  
General Level ◽  
9Th Grade ◽  
And Mathematics

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;

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