LUMAT: International Journal on Math, Science and Technology Education 2019-04-02T21:51:41+03:00 Dr. Johannes Pernaa Open Journal Systems <p>LUMAT publishes peer-reviewed research articles on math, science and technology education. Articles include research papers and perspective papers.</p> Teaching kinematic graphs in an undergraduate course using an active methodology mediated by video analysis 2019-02-25T10:18:22+02:00 Riikka-Liisa Vaara Daniel Guilherme Gomes Sasaki <p>This work address the preconceptions of first year engineering students about the kinematic graphs and the outcomes of a pedagogical strategy that relies on Predict – Observe – Explain learning method mediated by a video analysis software. The whole learning procedure was accompanied by a written material as students’ worksheets which enabled a formal record of the students’ conceptions throughout the process. The Test of Understanding of Kinematics Graphs was utilized to evaluate the students’ preconceptions and learning gains. It was found that first year engineering students had serious difficulties in drawing and interpreting kinematic graphs. Although interpretation of graphs and the understanding of the velocity and acceleration concepts improved, the preconceptions were quite resilient.</p> 2019-02-04T00:00:00+02:00 ##submission.copyrightStatement## Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer? 2019-02-25T10:18:22+02:00 Simon Holmström Ann-Marie Pendrill Urban Eriksson Nina Reistad <p>What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.</p> <p>FULL TEXT IN SWEDISH.</p> <p><strong>Sammanfattning</strong></p> <p>Vilka faktorer påverkar svenska gymnasielärares laborationsundervisning i fysik? Frågan aktualiseras av den svenska läroplansrevisionen från 2011. I denna studie fick 17 lärare på fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat på en analys av dessa intervjuer genomfördes en kompletterande enkätundersökning med 66 lärare. Händelselogik användes som analysverktyg för att förstå hur lärarnas laborationsundervisning påverkas av olika faktorer. Resultaten från fokusgrupperna tyder på att lärare uppskattar laborationer som 1) bygger på enkel utrustning, 2) ger ett bra resultat avseende värdet på konstanter, samt 3) laborationer som eleverna tycker om. I enkätundersökningen framstod styrdokumenten som en starkare påverkansfaktor än i fokusgrupperna – men resultaten från båda delarna av undersökningen tyder på att styrdokumenten inte är den viktigaste faktorn i lärares val och upplägg av laborationer.</p> 2019-02-25T00:00:00+02:00 ##submission.copyrightStatement## Science at home: parents’ need for support to implement video-based online science club with young children 2019-04-02T15:47:10+03:00 Jenni Vartiainen Maija Aksela <p>Homes have remarkable possibilities to act as science learning environments for young children (3 - 6 years old). This qualitative case study investigated what kind of support parents need to do online science activities with their children at home. Data consisted of parent’s theme interviews (n=7).&nbsp; As a main result, a model of parents’ need for support was produced. The model contains three dimensions: 1) the affective dimension, 2) the knowledge and skills dimension and 3) the organizational dimension. Parents’ own affective experiences, organization of the experiments and finding time to do experiments are important factors to consider, when looking at parents’ willingness to engage in science activities with their children. The parents might not necessarily be content with only the child’s interest in experimenting as a reason to carry out science activities at home, instead they need to be interested and engaged in activities themselves.</p> 2019-02-26T00:00:00+02:00 ##submission.copyrightStatement## The needs for successful chemistry teaching in diverse classes: teachers' beliefs and practices 2019-04-02T21:51:41+03:00 Päivi Kousa Maija Aksela <p>The aim of this case-study was to understand how chemistry teachers experience their work in diverse classes where the needs of differentiated teaching practices are constantly growing. The deeper intention was to perceive new information in order to develop supportive methods that could better correspond to teachers' reality. Eight voluntary Finnish secondary school chemistry teachers participated in semi-structured interviews. Four categorial distinctions for successful chemistry teaching were found according to their beliefs: 1) to have more support and resources, 2) to be able to recognize students' problems, 3) to use supportive materials and methods, and 4) to connect theory and practice with inspiring and meaningful activities. This study presents new insights about teachers' beliefs of diversity and what is needed for successful chemistry teaching. Directions for further research and practices are also suggested.</p> 2019-04-02T00:00:00+03:00 ##submission.copyrightStatement##