LUMAT: International Journal on Math, Science and Technology Education <p>LUMAT publishes special issues on math, science and technology education. Articles are peer-reviewed including research and review articles and perspective papers.</p> en-US (Johannes Pernaa) (Johannes Pernaa) Fri, 09 Feb 2024 09:55:43 +0200 OJS 60 Argument structure in explaining wave-particle duality of photons in double-slit experiment <p>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.</p> Ismo T. Koponen, Karoliina Vuola, Maija Nousiainen Copyright (c) 2024 Ismo T. Koponen, Karoliina Vuola, Maija Nousiainen Fri, 09 Feb 2024 00:00:00 +0200 Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs <p>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.</p> Jaana Herranen, Maija Aksela Copyright (c) 2024 Jaana Herranen, Maija Aksela Thu, 22 Feb 2024 00:00:00 +0200 Attitudes towards and expectations on the role of artificial intelligence in the classroom among digitally skilled Finnish K-12 mathematics teachers <p>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.</p> Ray Pörn, Mats Braskén, Mattias Wingren, Sören Andersson Copyright (c) 2024 Ray Pörn, Mats Braskén, Mattias Wingren, Sören Andersson Tue, 19 Mar 2024 00:00:00 +0200