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Institute
We use numbers and fractions every day, for example when we are doing our shopping or baking a cake. But mathematics is, of course, much more: it is the language of science, or, to use Galileo's words, “the book of Nature is written in mathematical language” (Galileo, 1623) and some mathematical competencies beyond basic arithmetic are required in most professions. Basic mathematics, i.e., elementary arithmetic, elementary geometry and some elements of calculus, is taught in school, not just for everyday life, but as a tool for many different professions. In school, however, mathematics is either “loved” or “hated”, as Hersh and John-Steiner masterfully describe in their book “Loving and Hating Mathematics” (Hersh and John-Steiner, 2010). Research in mathematics education has definitely contributed to reducing school students' hatred of mathematics and this reduction may be seen as one of its many goals.
In contrast with mathematics, the field of mathematics education is strongly interdisciplinary; the closest field to influence it directly is psychology. In fact, mathematics education is consistently shaped by both behavioral and cognitive perspectives, since so many factors—the power of visualizations, the effect of representation formats, but also factors like gender, self-efficacy, etc.—influence and sometimes determine students' performance.
Our aim for this Research Topic and for the collection of papers we are now publishing has thus been to illustrate the relevance of such various psychological perspectives for mathematics education using the contributions of colleagues from around the world. All the contributions we have collected address these interdisciplinary perspectives explicitly or implicitly.
Maturity models are increasingly used to advance the processes of organizations, including Higher Education Institutions. In this paper, we review existing maturity models to analyze and optimize the accessibility of organizations. Therefore, we conducted a systematic literature research in the databases Web of Science, IEEE Xplore, BASE, ACM, and Google Scholar, resulting in 13 different maturity models. An additional web search on maturity models for accessibility found another 12 maturity models that we added to the results. Finally, we analyzed the 25 maturity models in more detail, specifically the indicators that each maturity model uses to measure accessibility. The most frequent indicators were “responsibility”, “competences & training”, and “monitoring”, with differences in the frequencies when separated by target group. Out of the 25 maturity models found, only 6 focused on Higher Education Institutions. None of the existing maturity models focuses on teaching and learning of accessibility explicitly.
Introduction:
Results from experimental research in instructional psychology
imply that a deep menu structure of a e-learning website may provide useful segmentation. However, menu depth also increases the need for navigation and thus, might have impairing eects on learning. Furthermore, instructional support can be provided by including a checklist, to ensure that learners reflect on their
study progress. The study aimed at investigating which menu structure is beneficial for e-learning websites and whether a checklist could compensate the negative effects of an unfavorable menu structure.
Methods:
Therefore, in an online experiment, we let 101 students learn facts about rocks from an e-learning website with either a deep or a flat menu structure. We further manipulated whether metacognitive support through a checklist was provided or not. Learning outcomes, cognitive load, metacognitive factors as well
as learning time were measured.
Results:
Results show no main eects of the menu depth or the presence of
a checklist on retention and transfer performance. Learning achievements in percent for retention were 37.31 (deep menu/checklist), 31.10 (deep menu/no checklist), 36.07 (flat menu/checklist), 38.13 (flat menu, no checklist) and for transfer were 35.19 (deep menu/checklist), 34.40 (deep menu/no checklist), 37.78 (flat menu/checklist), 33.23 (flat menu, no checklist). Yet, there are hints that the deeper menu structure had a negative eect on learning processes: The deep menu structure led to an enhanced extraneous cognitive load (ECL) and reduced
learning efficiency. However, providing a checklist had beneficial eects mainly when learning with a deep menu structure but not overall. Unexpectedly, the presence of the checklist did not influence metacognitive measures.
Discussion:
Our study suggests that possible costs of a deep menu structure
should be considered when designing instructional checklists. However, the study also provides a way in which these costs can be compensated, which is by using a checklist. Implications for instructional research and e-learning are discussed.
Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate the structure of PSE. It was a priority whether (1) task-specific and general PSE could be assessed separately or (2) be mapped in a hierarchical model with task-specific PSE factors and a superordinate factor of general PSE. A Chi-square test shows no significant model improvement, which indicates general and task-specific PSE being separate dimensions. US studies suggest that low-income parents, migrants, or parents with a lower educational status experience lower PSE. To adequately support these parents, we need to know whether differences according to families’ background characteristics occur in task-specific and general PSE beliefs. We tested general PSE and PSE in four parenting tasks for differences according to families’ background characteristics. Parents with a university degree they were self-efficacious in communicating responsible media use than parents without a university degree. Parents with a non-German family language they were self-efficacious in communicating a responsible media use, caring for a sick child, and in their general PSE compared to parents with German as a family language. The results of the group differences are discussed in the context of how to support different parent groups.
Introduction
Interprofessional collaboration of physicians and midwives is essential for appropriate and safe care of pregnant and parturient women as well as their newborns. The complexity of woman-centered care settings requires the continuous exchange of information and the coordinated implementation of multi-and interprofessional care concepts. To analyze the midwives’ perspective on the multi-and interprofessional care process during pregnancy, birth and postpartum period, we aimed to adapt and psychometrically evaluate the Interprofessional Collaboration Scale (ICS).
Methods
The ICS (13 items) was answered by 299 midwives for (i) prenatal and postpartum care as well as (ii) perinatal care. Three items on equitable communication (EC) identified in qualitative interviews with N = 6 midwives were added as further aspects of quality in collaborative midwifery care. Confirmatory factor analysis was used to test competing theoretically hypothesized factorial model structures, including both care settings simultaneously, i.e., birth and prenatal/postpartum.
Results
A two-dimensional structure assuming the 13 original ICS items and the 3 items on EC as psychometric distinct item groups accounts for the data best. After deleting 5 ICS items with insufficient indicator reliability, a very good-fitting model structure was obtained for both prenatal/postpartum as well as perinatal care: χ2df = 192 = 226.35, p = 0.045, CFI = 0.991, RMSEA = 0.025 (90%CI: [0.004; 0.037]). Both the reduced ICS-R and the EC scale (standardized response mean = 0.579/1.401) indicate significantly higher interprofessional collaboration in the birth setting. Responsibility in consulting, attitudes toward obstetric care and frequency of collaboration with other professional groups proved to be associated with the ICS-R and EC scale as expected.
Discussion
For the adapted ICS-R and the EC scale a good construct validity could be confirmed. Thus, the scales can be recommended as a promising assessment for recording the collaboration of midwives with physicians working in obstetric care from the perspective of midwives. The instrument provides a validated assessment basis in midwifery and obstetric care to identify potentially divergent perspectives within interprofessional care teams in woman’s centered care.
Abstract
Mathematical word problem solving is influenced by various characteristics of the task and the person solving it. Yet, previous research has rarely related these characteristics to holistically answer which word problem requires which set of individual cognitive skills. In the present study, we conducted a secondary data analysis on a dataset of N = 1282 undergraduate students solving six mathematical word problems from the Programme for International Student Assessment (PISA). Previous results had indicated substantial variability in the contribution of individual cognitive skills to the correct solution of the different tasks. Here, we exploratively reanalyzed the data to investigate which task characteristics may account for this variability, considering verbal, arithmetic, spatial, and general reasoning skills simultaneously. Results indicate that verbal skills were the most consistent predictor of successful word problem solving in these tasks, arithmetic skills only predicted the correct solution of word problems containing calculations, spatial skills predicted solution rates in the presence of a visual representation, and general reasoning skills were more relevant in simpler problems that could be easily solved using heuristics. We discuss possible implications, emphasizing how word problems may differ with regard to the cognitive skills required to solve them correctly.
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n = 30) watched a single picture of a gear mechanism, one group of learners (n = 28) watched four pictures, and one group of learners (n = 30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.
Science competencies are considered an important 21st century skill. How this skill develops in childhood is, however, not well understood, and in particular little is known about how different aspects of science competencies are related. In this prospective study with 58 children aged 5–6 years, we investigate the development of two aspects of science competence: scientific thinking and science content knowledge. Scientific thinking was assessed with a comprehensive 30-item instrument; science content knowledge was measured with an 18-item instrument that assesses children’s knowledge with regard to melting and evaporation. The results revealed basic competencies in scientific thinking and science content knowledge at the end of kindergarten (46% and 49% correct, respectively, both different from chance). In mid-kindergarten, children performed better than chance on the assessment of science content knowledge (40% correct) but not on the assessment of scientific thinking (34% correct). Science content knowledge in mid-kindergarten predicted children’s science content knowledge at the end of kindergarten, as well as scientific thinking (both at 6 years). The opposite pattern did not hold: scientific thinking in mid-kindergarten did not predict science content knowledge at the end of kindergarten. Our findings show initial science competencies during kindergarten, and they suggest that children’s science content knowledge and scientific thinking are interrelated in a meaningful way. These results are discussed with respect to the different hypotheses that connect scientific thinking and science content knowledge as key features of science competencies. Implications for research and teaching are discussed.
The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.