Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

TEM Journal, Journal Year: 2024, Volume and Issue: unknown, P. 992 - 1006

Published: May 28, 2024

Teachers’ beliefs are a teacher's subjective perspective about teaching practices in the classroom, which influence actions and decisions that will be taken facilitating student learning activities. A scale can serve as an effective tool for assessing teachers' ethnomathematics-based numeracy learning. This study aims to evaluate belief scale. The data analysis employ Rasch model involve 75 mathematics teachers from junior high schools Central Java. was initially subjected content validation by three experts. cumulative percentage outcomes according four dimensions, namely numeracy, role of ethnomathematics learning, teaching, amount 90.28% total 20 items. Following this, researchers utilized investigate involved use ten measurement features. Based on results, it deemed imperative remove 30 individuals maintain adherence predetermined criteria. Subsequently, obtained remaining 45 participants analyzed using model. teachers’ items yielded items, necessitating exclusion privacy construct. results indicate 17 questions possess robustness, validity, reliability, rendering them suitable

Language: Английский

IDÉES DES ENSEIGNANTS DU MATERNELLE PAR RAPPORT À L’APPROCHE CONSTRUCTIVISTE COMME CADRE DE L’INITIATION DES ENFANTS EN SCIENCES PHYSIQUES / KINDERGARTEN TEACHERS' IDEAS ABOUT THE CONSTRUCTIVIST APPROACH AS A FRAMEWORK FOR INTRODUCING CHILDREN TO THE PHYSICAL SCIENCES

European Journal of Education Studies, Journal Year: 2024, Volume and Issue: 11(10)

Published: Aug. 22, 2024

<p>Cet article présente une recherche sur la question de reconnaissance et l'utilisation du constructivisme en tant que cadre puissant pour le développement d'activités scientifiques dans l'éducation petite enfance. La était qualitative a été menée avec des entretiens ouvertes d’un questionnaire institutrices expérimentées futures enseignantes. Les résultats l'enquête ont montré plusieurs enseignantes stagiaires-futures reconnaissent généralement les caractéristiques clés constructivisme, mais abordent sans stabilité ni cohérence absolue. Cet se termine par discussion l'importance domaine enfance.</p><p>This presents research on the issue of recognition and use constructivism as powerful framework for development scientific activities in early childhood education. The was conducted using open interviews with experienced future teachers. results survey showed that many teachers trainee-future generally recognised key characteristics but approached them without absolute stability or consistency. concludes importance this field childhood.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0759/a.php" alt="Hit counter" /></p>

Does Air Exist in Vases? Mental Representations of Children 4-6 Years Old

Preschool Education Global Trends, Journal Year: 2023, Volume and Issue: 4, P. 27 - 46

Published: Dec. 20, 2023

Introduction. One of the prominent domains research in context Early Childhood Science Education is study mental representations 3-8 years old children about phenomena and concepts science, as they are formed school knowledge. Along this line, has been conducted on various fields. Among them a small number studies turned to concept air. Basic air indicate that young do not recognize it material entity strongly influenced their predictions by factors related elements experimental situations. Goal. The current aims explore 4-6 year existence vases. Methods Research. was qualitative nature sample 41 aged (26 4-5 15 5-6 years). using semi-directed individual interviews. Children were asked, through 6 diverse tasks, express view regarding closed open vases located ‘closed’ or ‘open rooms’ well outdoor environment. Discussions based digital pictures depicted tasks. Results. Our findings showed rather few responses consistent with them, fewest sufficient answers tasks dealt vases. While differences between statistically significant, nevertheless systematically recorded. In addition, quite interestingly substantial regarded window an important factor general, children's dominated pre-logical explanations, instability among different centrations parts pictures. Conclusions. became evident identification difficulties allows series rational choices at multiple levels: design teaching activities, formulation curricula, development educational teacher training. need extend other areas conceptualization also highlighted.

Language: Английский