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"Science and mathematics"
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Analyzing Affective Factors Related to Eighth Grade Learners’ Science and Mathematics Achievement in TIMSS 2007
Psychologists believe that a student’s motivation is influenced by a number of values/beliefs, interests and attitudes that can be positive or negative in their effects. Highly positively motivated students would believe that the task is of value (value beliefs), also with high expectations that they would achieve success (expectancy and self-efficacy beliefs). This article analyzed the affective factors in particular on the values and expectations of Malaysian and Singaporean eighth-graders who participated in the Trends in International Mathematics and Science Study (TIMSS) in the 2007 in relation to their science and mathematics achievement. The study explored if these students’ values and expectation towards science and mathematics have any correlation with their achievement in science and mathematics. The data were obtained from 4,466 Malaysian and 4,599 Singaporean Grade 8 students during TIMSS 2007. Statistical Packages for the Social Sciences version 17 was used as plug-in along with IEA International Database analyzer Version 2.0 in data analysis. A comprehensive investigation of the relationship between the variables studied provides a clearer picture to the role played by the variables in affecting students’ achievement in science and mathematics. Educational implications were also deliberated by comparing these two countries that have quite a number of similarities and differences as analyzed from the socio-cultural backgrounds, geographical structures and educational system.
Journal Article
Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities
Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they are to integrate technology into their teaching. This study is a comparative examination of the technological pedagogical content knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at two Zambian universities. It also investigated the influence of selected demographic variables on the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a cross-sectional survey research design to collect data, which was analyzed using the independent samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK self-efficacy was influenced by gender, year of study and subject specialization in some TPACK constructs. The implications of these findings were discussed.
Journal Article
Going underground : the science and history of falling through the Earth
\"This book follows the historical trail by which humanity has determined the shape and internal structure of the Earth. It is a story that bears on aspects of the history of science, the history of philosophy and the history of mathematics. At the heart of the narrative is the important philosophical practice of performing thought experiments -- that is, the art of considering an idealized experiment in the mind. This powerful technique has been used by all the great historical practitioners of science and mathematics, and this book looks specifically at the long history of considering what would happen if an object could be dropped into a tunnel that cuts all the way through the Earth's interior. Indeed, the story begins with a historical whodunit, tracing back through the historical literature the origins of what is now a classic, textbook problem in simple harmonic motion\"-- Provided by publisher.
Book
SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL
The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers.
Journal Article
Wizards, aliens, and starships : physics and math in fantasy and science fiction
\"From teleportation and space elevators to alien contact and interstellar travel, science fiction and fantasy writers have come up with some brilliant and innovative ideas. Yet how plausible are these ideas--for instance, could Mr. Weasley's flying car in Harry Potter really exist? Which concepts might actually happen--and which ones wouldn't work at all? Wizards, Aliens, and Starships delves into the most extraordinary details in science fiction and fantasy--such as time warps, shape changing, rocket launches, and illumination by floating candle--and shows readers the physics and math behind the phenomena. With simple mathematical models, and in most cases using no more than high school algebra, Charles Adler ranges across a plethora of remarkable imaginings, from the works of Ursula K. Le Guin to Star Trek and Avatar, to explore what might become reality. Adler explains why fantasy in the Harry Potter and Dresden Files novels cannot adhere strictly to scientific laws, and when magic might make scientific sense in the muggle world. He examines space travel and wonders why it isn't cheaper and more common today. Adler also discusses exoplanets and how the search for alien life has shifted from radio communications to space-based telescopes. He concludes by investigating the future survival of humanity and other intelligent races. Throughout, he cites an abundance of science fiction and fantasy authors, and includes concise descriptions of stories as well as a glossary of science terms. Wizards, Aliens, and Starships will speak to anyone wanting to know about the correct--and incorrect--science of science fiction and fantasy\"-- Provided by publisher.
Book
Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation
While the gender gap in mathematics and science has narrowed, men pursue these fields at a higher rate than women. In this study, 165 men and women at a university in the northeastern United States completed implicit and explicit measures of science stereotypes (association between male and science, relative to female and humanities), and gender identity (association between the concept “self” and one’s own gender, relative to the concept “other” and the other gender), and reported plans to pursue science-oriented and humanities-oriented academic programs and careers. Although men were more likely than women to plan to pursue science, this gap in students’ intentions was completely accounted for by implicit stereotypes. Moreover, implicit gender identity moderated the relationship between women’s stereotypes and their academic plans, such that implicit stereotypes only predicted plans for women who strongly implicitly identified as female. These findings illustrate how an understanding of implicit cognitions can illuminate between-group disparities as well as within-group variability in science pursuit.
Journal Article
The great formal machinery works : theories of deduction and computation at the origins of the digital age
\"The information age owes its existence to a little-known but crucial development, the theoretical study of logic and the foundations of mathematics. The Great Formal Machinery Works draws on original sources and rare archival materials to trace the history of the theories of deduction and computation that laid the logical foundations for the digital revolution. Jan von Plato examines the contributions of figures such as Aristotle; the nineteenth-century German polymath Hermann Grassmann; George Boole, whose Boolean logic would prove essential to programming languages and computing; Ernst Schrèoder, best known for his work on algebraic logic; and Giuseppe Peano, cofounder of mathematical logic. Von Plato shows how the idea of a formal proof in mathematics emerged gradually in the second half of the nineteenth century, hand in hand with the notion of a formal process of computation. A turning point was reached by 1930, when Kurt Gèodel conceived his celebrated incompleteness theorems. They were an enormous boost to the study of formal languages and computability, which were brought to perfection by the end of the 1930s with precise theories of formal languages and formal deduction and parallel theories of algorithmic computability. Von Plato describes how the first theoretical ideas of a computer soon emerged in the work of Alan Turing in 1936 and John von Neumann some years later.\"--Jacket.
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