https://pasithee.library.upatras.gr/review/issue/feedReview of Science, Mathematics and ICT Education2023-12-19T22:10:01+02:00Konstantinos Ravanis (Editor-in-Chief)ravanis@upatras.grOpen Journal Systems<p>The <em>REVIEW of SCIENCE, MATHEMATICS and ICT EDUCATION</em> is a collective initiative taken on by the Laboratory of Didactics of Sciences, Mathematics and ICT of the University of Patras. The <em>Journal</em> presents different didactical and pedagogical approaches and offers a wide range of papers on academic and interdisciplinary research and practice.</p><p><img src="/public/site/images/doaj.gif" alt="DOAJ icon" /> <img src="/public/site/images/scopus.gif" alt="Scopus icon" /> <img src="/public/site/images/copernicus.gif" alt="Copernicus icon" /> <img src="/public/site/images/hceres.gif" alt="HCERES icon" /> <img src="/public/site/images/cabells.png" alt="Cabells icon" /> <img src="/public/site/images/erihplus.gif" alt="ERIH PLUS icon" /></p>https://pasithee.library.upatras.gr/review/article/view/4479Children’s representation of the Earth at the end of elementary school: the role of spherical and geographical information carried by the globe2023-12-19T22:10:01+02:00ELISE BALDYelise.baldy@u-bordeaux.fr<p><em>Children’s representation of the Earth is usually analysed from an astronomical point of view. In our study, we used a globe to support children reasoning and we distinguished the impact of the two types of information that it carries: spherical and geographical. Children (aged 11 years) performed tasks with a regular globe or a blank globe. The results showed that children performed better in the presence of geographical information. In French education, the shape of the Earth is taught independently in science and geography classes whereas our study shows that these two fields are intertwined to support the representation of a spherical Earth. </em></p>2023-12-19T22:06:30+02:00Copyright (c) 2023 Review of Science, Mathematics and ICT Educationhttps://pasithee.library.upatras.gr/review/article/view/4480The effect of an intervention with teaching applications of mathematics on students’ attitudes and achievement2023-12-19T22:06:31+02:00ABDALLAH ASLIabedallh_asley@yahoo.comIULIANA ZSOLDOS-MARCHISmarchis_julianna@yahoo.com<p>The purpose of this study is to examine the effect of an intervention with teaching applications of mathematics in other disciplines on Israeli high-school students’ motivation, achievement, and attitudes towards mathematics. The research was carried out in the 2021-2022 school year. A quasi-experimental, non-equivalent control group research design was used. The research sample was 101 students from 11<sup>th</sup> and 12<sup>th</sup> grades (17-18 years old), 50 students in the experimental group, and 51 students in the control group The research instruments were Tapia’s attitude towards mathematics inventory, mathematics achievement test in minimum-maximum problems, and classroom observation criteria. The results of the study showed that teaching applications of mathematics in other disciplines had a positive effect on students’ attitudes toward mathematics, increased students' motivation for learning mathematics, engaged more pupils in the learning process, and improved student achievement in mathematics.</p>2023-12-19T22:06:31+02:00Copyright (c) 2023 Review of Science, Mathematics and ICT Educationhttps://pasithee.library.upatras.gr/review/article/view/4501A systematic review of Self-Directed Learning: empirical evidence from STEM teaching and learning2023-12-19T22:06:31+02:00ARDIAN ASYHARIardianasyhari@gmail.comSUNYONO SUNYONOardianasyhari@gmail.comEEN YAYAH HAENILAHardianasyhari@gmail.comHASAN HARIRIardianasyhari@gmail.com<p>Amid the burgeoning interest in self-directed learning (SDL) and its implications, particularly in science, technology, engineering, and mathematics teaching and learning (STEM-TL), our systematic review meticulously examined 50 articles. Extracting data from the Web of Science (WoS) and Scopus databases spanning the recent five years, the review canvassed a diverse set of parameters encompassing study characteristics, methodological approaches, underlying learning theories, strategic pedagogies, technological integrations, perceptible impacts, encountered challenges, and potential research trajectories concerning SDL within STEM-TL. The accumulated evidence testifies to SDL's multifaceted application within STEM-TL, underpinning its salience in equipping students with quintessential 21st-century competencies. Notably, while a vast swathe of the literature accentuates the positive outcomes of SDL, a limited subset critically evaluates potential pitfalls, encompassing premature SDL induction, potential erosion of student ethics, unchecked technological advancement, and the ambiguity of prospective educational landscapes. This review, therefore, serves as a synthesized repository, offering invaluable insights to inform and shape pedagogical frameworks and curricula in STEM-TL for educators, institutional policymakers, and other stakeholders.</p>2023-12-19T22:06:31+02:00Copyright (c) 2023 Review of Science, Mathematics and ICT Educationhttps://pasithee.library.upatras.gr/review/article/view/4510Semiotic multiplicities and contradictions in science learning2023-12-19T22:06:31+02:00MARIA-ELENI CHACHLIOUTAKImchachli@nured.auth.grPANAGIOTIS PANTIDOSppantidos@ecd.uoa.grIn this paper, we explore the notion of situated and modally defined learning, aiming to identify and describe action structures as thought structures. Our focus is on investigating modal patterns that emerge during the learning process, using a case study involving a 5-year-old preschool child's conceptualization of mechanical equilibrium. To achieve this, we designed three identical tests, each eliciting different modal responses from the student. These tests comprised three tasks that varied semiotically. They were administered at different time points and interspersed with two distinct teaching interventions. The findings revealed that during the conceptualization of mechanical equilibrium, the student displayed semiotic multiplicities, employing various modalities and semiotic systems to represent the same conceptual dimensions of the phenomenon. Interestingly, the student's thinking exhibited regressions between compatible and non-compatible conceptualizations in line with school knowledge, leading to apparent contradictions. These observations highlight the concept of variability and underscore how multiplicities and contradictions are integral components of the dynamic learning process.2023-12-19T22:06:31+02:00Copyright (c) 2023 Review of Science, Mathematics and ICT Educationhttps://pasithee.library.upatras.gr/review/article/view/4527Contextes et stratégies de médiatisation des MOOC de France Université Numérique : influences sur la conception et la scénarisation pédagogique2023-12-19T22:07:50+02:00EMMANUEL BURGUETEemmanuel.burguete@uha.frVIVIANA URREGOvaurrego@unistra.frThe objective of this study is to identify the contexts and strategies that guide designers in the creation of MOOC. A thematic and lexicometric analysis was conducted on the discourse of 15 MOOC designers from France Université Numérique. The aim was to gain insights into their decision-making processes regarding the adoption of either a teacher-centered pedagogy or an active pedagogy approach. Key variables such as the academic model, team composition, training, and the role of learning designers emerged as significant factors. Further research is necessary to deepen our understanding and quantify these influences in the field of MOOC design.2023-12-19T22:06:31+02:00Copyright (c) 2023 Review of Science, Mathematics and ICT Education