Volume 2 Number 3
Published: 30 September 2009
Responsible Editor: Iuliana Marchis
1. “On the other side of the barrier is thinking”
Simon Brown (Australia)
Received: 11 August 2009, accepted: 24 September 2009
Pages 1-8. Download PDF
2. Is Romanian Science School Curricula Open towards the Development of school students’ Critical Thinking Skills?
Liliana Ciascai, Lavinia Haiduc (Romania, Romania)
Received: 5 September 2009, accepted: 20 September 2009
Pages 9-18. Download PDF
3. Study on students’ critical thinking capacities during seminars of the Didactics of Geography
Eliza Maria Dulamă, Oana Ilovan (Romania, Romania)
Received: 10 August 2009, accepted: 25 September 2009
Pages 19-30. Download PDF
4. The advantages perceived by schoolteachers in engaging their students in university-based chemistry outreach activities
Jauyah Tuah, Timothy G. Harrison, Dudley E. Shallcross (Brunei, UK, UK)
Abstract: The value teachers put on university-based outreach activities designed for 14 -16 year olds that involves both practical and lecture activities are discussed. A variety of good reasons for attending are provided by the teachers but the role of a School Teacher Fellow in mapping the events to the curriculum is shown to be vital to the success of any event. The pre-event difficulties needing to be overcome in engaging with universities are discussed with health and safety and in particular paperwork associated with this being cited as a particular barrier to engagement.
Received: 24 September 2009, accepted: 29 September 2009
Pages 31-44. Download PDF
5. Romanian, Spanish and US Secondary Science Teacher Perceptions of Threats to the Biosphere
Michael Robinson, Adrienne Kozan Naumescu, Bob Ives (USA, Romania, USA)
Abstract: This paper presents the data from a current study involving 41 Romanian secondary science teachers and a previously published study that compared 89 Spanish and 42 US secondary science teachers. All three groups were convenience samples who answered a two part questionnaire that was given in English, Spanish or Romanian, depending on the sample. The overriding question was whether citizens in countries that have different environmental experiences perceive threats to the biosphere differently and teach about different environmental problems/threats in science classes if at all. Five specific research questions were addressed including the following two:
1) What were some of technological and environmental problems and or threats that were discussed in the 2002 Johannesburg Earth Summit?
2) Can you describe any reasons why you do or do not teach about environmental and technological problems and or threats in your science classes?
The results indicated considerable differences in the three nationalities perceptions of and understanding of threats to the biosphere. Perhaps the most important conclusions were: First, perceptions of environmental threats are based to a large degree on citizens personal experiences with the threat/s in the environment in which they live even when those threats may not be the most urgent global threats; and second, if all citizens, no matter where they live, are to become better informed about global threats to the biosphere faced by the world as a whole, there must be a common global science curriculum that addresses these threats.
Received: 12 August 2009, accepted: 24 September 2009
Pages 45-60. Download PDF
Tamás Beke (Hungary)
Received: 21 May 2009, accepted: 29 September 2009
Pages 61-74. Download PDF
7. Assessment of the status of teaching subjects informatics and programming in terms of selected factors
Abstract: In their paper the authors present a part of their research results, they obtained within a broader research focused on possibilities to influence students’ attitudes and approaches to particular subjects, mainly the less favourite ones. Following the empirically derived hierarchy of subjects identifying the degree of popularity of particular subjects among students, and influence of various factors on students’ attitudes towards these subjects the authors in their paper discuss students’ interest in study informatics and programming and try to identify the reasons of students’ interest or disinterest in them. They try to answer the question what are currently the most powerful motivation factors for students to acquire new knowledge from these areas.
Received: 21 July 2009, accepted: 25 September 2009
Pages 75-84. Download PDF
Dorian Stoilescu (Canada)
Abstract: This study presents aspects of using educational technology in teaching mathematics education in secondary schools. It proposes exploring ways in which educational technology might be used in order to improve teachers’ cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods, combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this research. Actor Network Theory (ANT) was considered as research paradigm for this study.
Received 17 July 2009, accepted 28 September 2009
Pages 85-94. Download PDF
9. Distance learning in low population density regions. A report from the high school teaching practice
Horst Daichendt, Ioana Magdaş (USA, Romania)
Abstract: The most of the long distance courses are mainly based on two or three face to face meetings and printed courses or courses available on the online course web site. In this case the individual students study has attached an important amount of time. Usually the students do not receive a feed-back of their progress and do not receive answers to their questions in real time. That’s why this kind of distance learning courses is not appropriate for high school students. In this note we will present the design of a long distance course in mathematics at the high school level. The main particularity of this long distance course is the permanent contact in real time between teacher and students. At the final of this article we present a SWOT analysis of this project trying to establish the strengths, weaknesses, opportunities, and threats involved in this project.
Received: 29 April 2009, accepted: 17 September 2009
Pages 95-100. Download PDF
10. Psycho-pedagogical Interventions in the Prevention and the Therapy of Learning Difficulties in the Field of Mathematics
Abstract: In the given study dyscalculia is approached in the context of learning difficulties, but also in relation with damaged psychic processes and functions. The practical part of the study describes intervention models from the perspective of dyscalculia prevention and therapy- materialized in personalized intervention programs.
Received: 14 August 2009, accepted: 22 September 2009
Pages 101-106. Download PDF
11. The super-cone
Zsolt Fülöp (Hungary)
Received: 15 July 2009, accepted: 22 September 2009
Pages 107-114. Download PDF
12. Mathematical induction and recursive definition in teaching training
Endre Vármonostory (Hungary)
Abstract: The method of proof by mathematical induction follows from Peano axiom 5. We give three properties which are often used in the proofs by mathematical induction. We show that these are equivalent. Supposing the well-ordering property we prove the validity of this method without using Peano axiom 5. Finally, we introduce the simplest form of recursive definition.
Received: 10 September 2009, accepted: 19 September 2009
Pages 114-118. Download PDF
13. Research on how secondary school pupils do geometrical constructions
Iuliana Marchis, Andrea Éva Molnár (Romania, Romania)
Abstract: Communicating on the mathematical language, problem solving, and reasoning are competencies tested on international test. The aim of this research is to study how secondary school pupils do geometrical constructions, how they give mathematical argumentation and use geometrical notions in their explanations.
Received: 7 September 2009, accepted: 25 September 2009
Pages 119-126. Download PDF