scholarly journals Before it’s Too Late Teaching mathematics and science at danger A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century

2019 ◽  
Vol 4 (3) ◽  
pp. 11-15
Author(s):  
Reda Elsaid
Keyword(s):  
Science Teaching ◽  
21St Century ◽  
National Commission ◽  
Teaching Mathematics ◽  
Mathematics And Science

scholarly journals Emotions and Self-efficacy as Mediators of Pre-Service Teachers' Adoption of Digital Tools

2021 ◽  
Vol 5 (5) ◽  
pp. 636-649
Author(s):  
Wajeeh Daher ◽  
Nimer Baya'a ◽  
Ahlam Anabousy
Keyword(s):  
Science Teaching ◽  
Full Text ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Digital Tools ◽  
Teaching Mathematics ◽  
Intention To Use ◽  
Research Results ◽  
Mathematics And Science

The present research examines whether the pre-service teachers’ preparation in using digital tools in their teaching develops their acceptance of these tools for teachings. The research also examines the mediation of self-efficacy, anxiety of using digital tools for teaching mathematics and science and enjoyment of this use between the constructs of acceptance of digital tools for teaching. We used the TAM questionnaire in addition to scales that measure enjoyment, self-efficacy and anxiety. Forty-eight mathematics and science pre-service teachers participated in the study. We analyzed the collected data using SPSS 21. The research results indicate that the pre-service teachers’ preparation resulted in significant differences in their scores of affective and usage constructs associated with their acceptance of digital tools for mathematics and science teaching, except in the scores of anxiety. Self-efficacy proved to be a partial mediator between attitude and intention-to-use. Enjoyment proved to be a partial mediator between ease-of-use and attitude, but not between usefulness and attitude. Moreover, enjoyment proved to be a partial mediator between attitude and intention-to-use. These findings contribute to the understanding of mediators that affect the acceptance of digital tools for teaching. Doi: 10.28991/esj-2021-01301 Full Text: PDF

scholarly journals Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 120
Author(s):  
Asrizal Asrizal
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Industrial Revolution ◽  
Learning Material ◽  
Assistance Program ◽  
New Literacy ◽  
Average Value ◽  
Thematic Learning

The 4.0 industrial revolution requires humans to possess 21st century skills. Education should be able to prepare students to have 21st century skills to be successful in their life. In addition, the geographical condition of Indonesia is a disaster-prone region. For this reason, teaching should be able to develop student literacy to face the challenges of the industrial revolution 4.0 and the geographical condition of the Indonesian region. The thematic science teaching is relevant to 21st century skills, essential principles of 21st century learning, and the geographical condition of Indonesia. But the real conditions show that the integration of literacy in science teaching is still lacking and limited. A solution to solve this problem is the assistance program the development of thematic learning material by integrating new literacy and disaster literacy for science teachers in junior high school. The objective of the research is to investigate the results of the assistance program the development of thematic learning material. Participants of program assistance were 30 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest and questionnaire sheet. The data were analyzed by descriptive statistics analysis and wilcoxon signed rank test. Based on the results of data analysis can be stated that: 1). in the assistance program activities for the development of thematic science teaching material can be produced 26 teaching materials in the form of student worksheet by integrating new literacy and disaster literacy, 2). the average value of the practicality of using thematic science worksheet according to students in two junior high schools is 86.41 so that this average value can be classified into very good category, 3). the average value of participant responses to the implementation of the assistance program is 85.65 and this average value can be entered into very good category, and 4). the assistance program for developing learning material by integrating new literacy and disaster literacy is effective to improve knowledge of science teachers about data literacy, technological literacy, human literacy, and disaster literacy.

The Correlation of Mathematical and Science Teaching

1909 ◽  
Vol 5 (82) ◽  
pp. 145-160
Keyword(s):  
Science Teaching ◽  
Primary Education ◽  
The Past ◽  
Teaching Of Mathematics ◽  
Mathematics And Science

Several societies have during the past few years considered the teaching of mathematics and of science ; since, however, they have confined their attention to the subjects separately, and in many instances to particular types of school, the Joint Committee decided not to rely upon data previously collected, but to send a circular to all the schools mentioned in the School-marters Year Book, asking for details of the conditions under which the subjects are at present taught. This has been done and replies received from about 300 schools representing all types of non-primary education: a summary of the replies will be found in Appendix B, and the Committee wish to express their thanks to those gentlemen who, by so fully answering the questions asked, have made it possible to present a report dealing with a larger number of schools than has been hitherto possible.The Committee wish to make several recommendations ; they however recognise with pleasure that the returns prove not only that a considerable advance has been made during the past ten years in the teaching of mathematics and science, but that in many cases a definite attempt has been made to correlate this teaching.

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