LUMAT: International Journal on Math, Science and Technology Education

Argument structure in explaining wave-particle duality of photons in double-slit experiment

Ismo T. Koponen, Karoliina Vuola, Maija Nousiainen — Fri, 09 Feb 2024 00:00:00 +0200

We analyze here how pre-service teachers explicate their views about the wave-particle duality of photons and what role it plays in their arguments supporting the quantum nature of light. The data for the analysis is provided by 12 written reports about the double-slit experiment with feeble light. The analysis is based on constructing semantic networks corresponding to pre-service teachers’ written texts. Contingency-like associative correlation between word-pairs is used to differentiate between word-pairs, where associations of two terms or words is systematic. Such associations indicate connections, which are significant for key term vocabularies in construction of inferences and arguments. Based on that information of the key vocabulary we then construct the structure of pre-service teachers’ argument for the nature of the photon and its wave-particle duality, in the form of directed argument graphs (DAGs). The results show that argument structures in four to six out of 12 cases meet the goals set for pre-service teacher education. In these cases, experimental aspects and wave-particle duality play an important role in the pre-service teachers’ argument and its structure.

Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs

Jaana Herranen, Maija Aksela — Thu, 22 Feb 2024 00:00:00 +0200

This is a mixed-methods case study aiming to understand teachers` self-efficacy beliefs for sustainability education in the context of climate change education. Therefore, we studied teachers` self-efficacy beliefs from their own perspective as well as the connection between self-efficacy and related concepts, perceived content knowledge (pCK) and perceived pedagogical content knowledge (pPCK). Twenty-two teachers from 18 countries participating on a climate change education professional development camp answered to a questionnaire, and 19 of them were interviewed using semi-structured interviews. The results of this study show that, according to the interviews, the studied teachers have willingness to continuous learn and develop their sustainability teaching. They have beliefs not only about sustainability education but also about themselves as sustainability educators, which is something that the future instruments on teachers` beliefs should acknowledge. The questionnaire results however showed that teachers had the lowest self-efficacy beliefs on supporting students` actions for sustainability. Teachers` pCK and their pPCK were shown to correlate with their self-efficacy, especially with items related to action. In conclusion, teacher education could focus on supporting teachers pCK and pPCK to develop teachers` action-related self-efficacy beliefs thus supporting students to act for sustainability.

Attitudes towards and expectations on the role of artificial intelligence in the classroom among digitally skilled Finnish K-12 mathematics teachers

Ray Pörn, Mats Braskén, Mattias Wingren, Sören Andersson — Tue, 19 Mar 2024 00:00:00 +0200

The growing impact and importance of artificial intelligence in society has led to an increasing interest for the potential of artificial intelligence as an educational tool in schools to aid both students and teachers. In this study we investigate digitally skilled K-12 mathematics teachers’ (N=85) attitudes towards and expectations on the role of artificial intelligence in the classroom. The study was done by conducting and analyzing the results of a web-based survey among Swedish and Finnish speaking mathematics teachers using a mixed methods strategy. The Will, Skill and Tool framework was used for the analysis. The survey was done before the introduction of ChatGPT-3. The results indicate that the teachers’ attitudes toward AI tools in school are characterized by interest, openness, and awareness. Teachers have a balanced view on the possibilities and risks of AI use in school. However, the teachers also stress that there is a risk that AI tools will shift the focus from learning key mathematical skills towards learning and interaction with the AI tools themselves. The research concluded that the K-12 mathematics teachers surveyed have broad experience with digital tools and will likely become early adopters of AI tools in the classroom.

Programming as a mediator of mathematical thinking

Timo Tossavainen, Claes Johansson, Alf Juhlin, Anna Wedestig — Wed, 15 May 2024 00:00:00 +0300

We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

Ympäristöopin oppimateriaalin saavutettavuutta edistämässä

Anne-Maria Nupponen, Kari Sormunen, Päivi Björn — Tue, 28 May 2024 00:00:00 +0300

Tutkimuksessa tarkastellaan, millaisiksi luokanopettajaopiskelijat laativat ympäristöopin oppimateriaalin kuvien vaihtoehtoiset tekstit sisällöltään ja kieleltään. Verkko-opetusmateriaalien kuvien vaihtoehtoiset tekstit kertovat kuvan sisältämän tiedon ja edistävät yhdenvertaisuutta tehdessään kuvat saavutettaviksi. Tutkimuksen aineistona ovat opettajaopiskelijoiden laatimat vaihtoehtoiset tekstit (N=36) oppimateriaalikuviin, jotka esittävät fysiikan ilmiöitä. Tarkastelemme, 1) mitä kuvan tietoa luokanopettajaopiskelijat sisällyttävät vaihtoehtoiseen tekstiin ja 2) millaisia kielen täsmällisyyteen ja selkeyteen liittyviä valintoja opiskelijat tekevät. Opiskelijat sisällyttävät teksteihin informaatiota erityisesti kuvatun ilmiön syistä ja seurauksista sekä opetusmallissa käytetyistä symboleista ja symboliväreistä. Teksteissä on täsmällisen fysiikan kielen lisäksi arkikielisiä, epätarkkoja ja virheellisiä ilmauksia. Vaihtoehtoisten tekstien laatiminen oppimateriaaliin edellyttää tiedonalan sisältötiedon ja kuvanlukutaidon lisäksi täsmällisen tiedonalan kielen ja selkeän kirjoitetun kielen osaamista. Opettajankouluttaja voi saada vaihtoehtoisista teksteistä tietoa, kuinka opettajaopiskelijat hallitsevat ilmiön ja siihen liittyvät käsitteet sekä kielen, jolla ilmiöstä puhutaan. Tutkimuksemme auttaa näkemään, kuinka ympäristöopin oppimateriaalin vaihtoehtoisten tekstien laatimista voi ohjata ja samalla edistää saavutettavuutta.

Promoting the accessibility of environmental studies learning materials: Class teacher students’ suggestions for alternative texts for images

The study examines how class teacher students write alternative texts for images in environmental studies learning material in terms of content and language. Alternative texts in the images of online educational materials tell the information contained in the image and promote equality when making the images accessible. The data consists of alternative texts (N=36) written by teacher students for learning material images that present physical phenomena. We study 1) what image information students include in the alternative text and 2) what kind of choices students make regarding language accuracy and clarity. In particular, students include in the texts information about the causes and consequences of the phenomenon described, as well as the symbols and symbol colours used in the teaching model. In addition to the exact language of physics, the texts contain colloquial, inaccurate, and incorrect expressions. Writing alternative texts for learning material requires not only content knowledge in discipline and image literacy skills, but also knowledge of accurate language in discipline and clear written language. Teacher trainers can obtain information from alternative texts on how teacher students master the phenomenon and related concepts, as well as the language in which the phenomenon is discussed. Our research helps to see how to guide the writing of alternative texts in environmental studies and at the same time promote accessibility.

Keywords: alternative text, accessibility, environmental studies, class teacher students

Fulltext in Finnish.

Parental involvement and children’s mathematical outcomes

Arve Fiskerstrand, Markku S. Hannula, Arne Kåre Topphol — Mon, 17 Jun 2024 00:00:00 +0300

Parental involvement is considered essential for children’s educational outcomes. Previous research has connected parental involvement to children’s mathematical achievement. However, it remains unclear how parental values and communication regarding education and academic achievement relate to children’s mathematical achievement and attitudes. The current study aims to fill this gap by building on an earlier project with quantitative data conducted twice, consisting of mathematical tests for children and surveys for children, parents, and teachers. Based on exploratory factor analyses and a theoretically constructed model, we conducted confirmatory factor analyses to establish a structural equation model. The results showed that children’s mathematical achievement and attitudes correlated with the parent’s educational values. In addition, the analyses revealed that the children’s mathematical outcomes were more strongly related to the parents’ values than to the parents’ communication with the children. Limitations of the study and implications for the importance of parents’ values and communication were discussed.

Updates
2024-06-17: Correction to Table 6 numerical errors in the statements of acceptable and good model fit.