Science Andmathematics Research Articles

ChatGPT and its ethical implications for STEM research and higher education: a media discourse analysis

BackgroundWith the increasing demand brought on by the beginning of the fourth industrial revolution in the period of post-digital education and bio-digital technology, artificial intelligence (AI) has played a pivotal role in supporting human intelligence and contributing to intellectuals within science, technology, science, and mathematics (STEM) and in the broader field of higher education. Thus, this study examines how writers for mainstream STEM journals and higher education magazines perceive the impact of ChatGPT, a powerful AI chatbot, on STEM research and higher education. ChatGPT can generate realistic texts based on user prompts. However, this platform also poses ethical challenges for academic integrity, authorship, and publication.ResultsUsing a comparative media discourse analysis approach, this study analyzes 72 articles from four media outlets: (a) Springer Nature; (b) The Chronicle of Higher Education; (c) Inside Higher Ed; and (d) Times Higher Education. The results show that the writers expressed various concerns and opinions about the potential conflicts and crises caused by ChatGPT in three areas: (a) academic research and publication; (b) teaching and learning; and (c) human resources management.ConclusionsThis study concludes with some policy implications and suggestions for future research on ChatGPT and AI ethics in academia by reilluminating the most overarching policy concerns related to ethical writing in STEM research and higher education and limitations to the blindness to authorship and academic integrity among diverse stakeholders.

Toward a Race-Conscious Entrepreneurship Education

This article advocates for race-conscious science, technology, engineering/computer science, and mathematics (STEM) innovation and entrepreneurship (I&E) education. Results from a national survey of the academic plans and career trajectories of underrepresented and minoritized (URM) STEM students and alumni suggest that URM STEM students need robust opportunities to apply their scientific and engineering insights to societal problems, while empowering them to be entrepreneurs. Specifically, we find evidence of a relationship between racialized stress and racial activism for nascent URM STEM entrepreneurs among master’s and doctoral STEM students the majority of whom identify as African American/Black and/or Latinx/Hispanic/Chicano. Furthermore, entrepreneurial intent among Black STEMers is greatest among those who have experienced social suffering coupled with a desire for racial justice, and this relationship is amplified for students and alumni of minority serving institutions (MSIs). This study makes the case for advancing a critical and socio-historical scholarship of STEM I&E education to promote URM STEM entrepreneurship.

Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses

During the last decade, there has been a strong emphasis on developing new instruction methodologies for the effective teaching of different contents. Here, it is important to teach Science, Technology, Engineering and Mathematics (STEM) education, specially, in scientific and mathematical concepts. In the context of active learning and gamification, educational Escape Room – Breakout (ERB) could be a useful strategy to improve students’ affective and cognitive domain towards STEM (science and mathematics). Thus, two didactic tools, based on an ERB, have been designed to teach science and mathematics contents. This research compares the influence of two ERBs (Science ERB and Mathematics ERB) in Pre-Service Teachers’ (PSTs) affective domain (emotions, attitudes, and self-efficacy towards STEM) and cognitive domain (performance). Non-parametric statistical tests were used, the Mann-Whitney U test was applied to measure significant differences between the variables in the two ERBs. Spearman correlation coefficient was implemented to measure the correlations between the study variables. The results show that there is a significant increase in positive emotions in both ERBs. The emotions "joy", "fun", and "nervousness" are significantly higher after the Science ERB, and the emotion "fear" is lower with respect to the Mathematics ERB. In the self-efficacy and attitudes analysis, a significant increase of 8 items of the questionnaire is observed in the Mathematics ERB with respect to the Science ERB. According to performance analysis, PST grades have been increased after each ERB. Finally, the correlation analysis between variables indicates that positive emotions, high self-efficacy, and positive attitudes increase the PSTs’ performance. Here, high values of these variables are related to high values on the theoretical content test after both ERBs. According to these results, the two ERBs used could have several advantages in the PSTs’ affective and cognitive domain.

Co-operative Learning in Undergraduate Mathematics and Science Education: A Scoping Review

To cope with an unpredictable future, higher education in mathematics and science (MS) needs to educate a knowledgeable and skilled workforce. Co-operative learning (CL) is a teaching method associated with increased academic achievement and development of generic skills. Thus, the purposes of this scoping review are to assess the evidence base of CL in undergraduate MS education to inform teaching practices and to identify potential knowledge gaps to inform future research. The review covers 24 empirical studies conducted from 2010 to 2020 on the prevalence, uses, and outcomes of CL elements in undergraduate MS education. The results show that there are few such studies, and these are rarely conducted outside the US or in disciplines other than chemistry. The most frequently implemented CL elements in the included studies are heterogeneous group formation, the use of roles, and different CL structures. The most prevalent student outcome of implemented CL elements in the reviewed studies is enhanced academic success, followed by student attitudes, generic skills, and psychological health. The results have implications for future implementation of and research on CL in international MS higher education.

Pengaruh Discovery Learning terhadap Kesadaran Metakognisi dan Hasil Belajar Peserta Didik

This study was conducted to find out the effect of discovery learning on student’s metacognitive awareness and cognitive learning achievement. The population of this research was all of the 11th grade MS (Mathematics and Science Program) students of Sumberejo 1 Senior High School. The research sample were students of 11th MS-1 and MS-3 class taken by cluster random sampling technique. This study was quasi-experimental with Pretest Post-test Non-Equivalent Control Group Design. In this study, student’s metacognitive awareness was measured by using MAI (Metacognitive Awareness Inventory) and SEMLI-S (Self-Efficacy and Metacognition Learning Inventory—Science). Meanwhile, student’s cognitive learning achievement was measured by using cognitive test. The data were analyzed statistically by independent sample t-test respectively at 5% significance level. The results showed that the discovery learning model significantly influenced student’s metacognitive awareness and cognitive learning achievement with significant value of each were 0,000. Through this research, we found that the discovery learning model significantly influenced student’s metacognitive awareness and cognitive learning achievement rather than discussion method.

Can TIMSS Mathematics Assessments be Implemented as a Computerized Adaptive Test?

In recent years, there has been a growing interest and extensive use of computerized adaptive testing (CAT) especially in large-scale assessments. Numerous simulation studies have been conducted on both real and simulated data sets to determine the optimum conditions and develop CAT versions. Being one of the most popular large-scale assessment programs, Trends in International Mathematics and Science Study (TIMSS) has been implemented as paper and pencil tests to monitor student achievement in mathematics and science at fourth and eighth grade levels since 1995. The purpose of this study is to investigate the optimum CAT algorithm for TIMSS eighth grade mathematics assessments. Since Turkey and USA participated in 2007, 2011 and 2015 administrations, their data were combined and then 393 items were calibrated on the same scale by using marginal maximum likelihood estimation method. With this item pool, several scenarios were proposed and tested to determine not only the optimum starting rule, ability estimation method, test termination rule but also the efficiency of exposure control method. The results of the study indicated that estimating abilities with expected a posteriori method after 6 random items, terminating the fixed-length test after 20 items seemed to be the optimum algorithm for TIMSS eighth grade mathematics assessments. Also, it was found that using item exposure control had a prior importance for the effective use of the item pool. This study has some implications for both national and international large-scale test developers in determining the optimum CAT algorithm and its consequences compared with paper and pencil versions.

An Innovative STEM Education Framework for a Changing Educational Landscape

This article describes features of NAUTeach, a secondary mathematics teacher preparation program that is modeled onthe UTeach program at the University of Texas-Austin. NAUTeach is a research-based STEM program that developsthe next generation of mathematics and science teachers by engaging them in rigorous content and methodologycoursework specifically developed to provide a broad, cross-curricular framework of innovativeinstruction. NAUTeach has been specifically designed to serve the needs of preservice mathematics and scienceteachers as they embark on teaching a new generation of students in an ever changing world. The NAUTeachprogram focuses on the development of inquiry-based instructional methods, reflective practice, and peercollaboration through a carefully sequenced series of courses that consistently promote early and frequent field workand a learner-centered focus of teaching and learning. Though the NAUTeach program is a blended mathematics andscience teacher preparation program, this article will focus on the preparation of secondary mathematics teachers bydescribing the cross-curricular (mathematics & science) methodological sequence of courses, along with themathematics-specific pedagogical courses, that preservice mathematics teacher candidates take as part of this program.Connections between the NAUTeach program and guidelines for the content and pedagogical preparation of teacherswill be made with specific attention paid to the development of reflective, innovative, flexible, and reform-orientedmathematics teachers.

Gender and Students’ Achievements: Evidence from PISA 2015

This study’s objective is to examine school performance gaps according to gender on a global scale. After exploitingthe data of the Program for International Student Assessment (PISA) of 2015, we can see inequalities of students’achievements between countries and within every country, by mobilizing a multilevel modelling. Resorting to thistype of modelling has allowed more robustness, as opposed to the OLS estimator, which doesn’t take data hierarchyinto consideration. Our results generally reveal that gender has a significant impact on school performance. Thus,girls perform a lot better than boys when it comes to reading, while boys perform better than girls in mathematicsand science. Our thinking and analysis are made in the context of the verification of hypotheses on a global scale, inorder to draw innovative and coherent conclusions. This contribution can also be a line of research to verify otherhypotheses that are linked to the deciding factors of inequalities of students’ achievements.

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

A systematic of literature was carried out on peer-reviewed journals published from 2000 to 2015 to help indetermining the best strategy of evidence-based practice that can be applied in teaching literacy skills amongstudents with multiple disabilities. A total of 12 studies were reviewed, some of which included science andmathematics skills alongside literacy skills. The articles were evaluated according to the methodological processesused in carrying out the studies. Generally, all the strategies were found to be evidence based practices, which can beused to teach students with multiple disabilities. The systematic instruction and self-directed learning emerged as themost popular peer teaching and technology. Due to lack of enough studies that majored specifically on the studentswho suffered from more than one type of disability, other forms of severe disabilities like autism and intellectualdisability, which are considered under the umbrella of multiple disabilities, were included in the systematic review.Additionally, in the process of defining certain target responses to demonstrate learning, with discrete responsesbeing common, the type of feedback and systematic prompting that was commonly used was time delay, whilestimulus fading was the least used component. One-to-one instruction and massed trials were the most commonlyused formats for teaching. Though this is not a proof that systematic instruction is the best strategy, it is a suggestionthat it is applicable in several situations and preferred by many researchers. Other strategies have also equally givenpositive responses and are thus effective in teaching literacy among students with multiple disabilities.

Strategies And Initiatives That Revitalize Wesley College STEM Programs.

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.

Neuroscience Perspectives for Science and Mathematics Learning in Technology-Enhanced Learning Environments

Recently, neuroscience perspectives on human learning have drawn increasing interest among researchers in education (Schrag, 2011). Many researchers, particularly in science and mathematics education, have highlighted the utility of integrating a neuroscience or cognitive–science perspective into science andmathematics learning (e.g. Anderson, 1983, 1997, 2009; Anderson & Contino, 2013; Duncan & Rivet, 2013; Kwon & Lawson, 2000; Lawson, 1986, 2003, 2004; Longo, Anderson & Wicht, 2002). At the same time, another mainstream of productive research has focused on using technology to enhance science and mathematics learning based on research studies and evidence-based improvement of classroom practices derived from the research. In these approaches, multimedia representations such as text, graphic, video, animation, and simulation are usually designed to include concrete cognitive representations, or improved visualizations of abstract and conceptual ideas, as a way of enhancing learning (Chang & Linn, 2013). Recently, with the rapid development of information technology, some highly innovative approaches have been developed. These include complex digital learning environments and other interactive media, such as web-based learning, mobile learning, game-based learning, and computer-supported collaborative learning. These newer innovations have been critically analyzed and examined in research studies on science and mathematics learning (e.g. Lee, Tsai, Wu, Tsai, Liu, Huang, Lai et al., 2011). Although researchers in different domains have committed substantial efforts in designing innovative learning environments and examining their impacts on students’ learning, many challenges remain, such as fully understanding how students perceive and process a variety of representations embedded in different complex learning environments. Neuroscience methodologies have been recently linked to research in the educational technology field. For example, eye movement methodology has been applied to multimedia learning and the results have been discussed and summarized in some published special issues (e.g. Van Gog & Scheiter, 2010). Lai, Tsai, Yang, Hsu, Liu, Lee, Lee et al. (2013) also reviewed eye-tracking studies related to learning and pointed out

Satisfactions with Teaching and Learning Practices at Science Core Schools and Directions for Improvement

Education Research Insitute, Seoul National University, Seoul 151-742, Korea(Received 12 November 2012 : revised 18 December 2012 : accepted 4 April 2013)The aims of this study were to investigate to what extents teaching and learning practices atscience core schools were satisfactory and to propose effective directions for school-based improve-ment. To these ends, questionnaires to investigate to what extents the schools’ curriculum, teachingand learning practices, and effectiveness were satisfactory and to form opinions on school improve-ment were developed and administered to 4,504 students, 4,445 parents, and 851 mathematics andscience teachers at 50 science core schools at the beginning of fall semester 2011. First, students,parents and mathematics and science teachers were found to show high levels of satisfaction withthe teaching and learning practices at science core schools. Also, students of science core programswere found to show higher satisfaction with teaching and learning practices than students of naturalscience/technology programs and students of humanity programs. There was a tendency to shiftfrom teacher-centered to student-centered practices. Demands for varied teaching strategies forquality learning were expressed by students and parents.

<p>Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership</p>

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science Partnership (MSP) grant, which was funded by the Federal Department of Education. The MSP is aimed at improving the content knowledge of mathematics teachers regarding the implementation of three-dimensional (3-D) solid modeling in the mathematics classroom; the ultimate goal is to improve students’ learning in mathematics. The premise for this professional development grant can be found in the literature that suggests that there is a significant positive relationship between spatial visualization abilities and mathematical performance. Also, the literature implies that spatial ability and visual imagery play vital roles in mathematical thinking. Further, the professional development program maintains that spatial visualization and reasoning are core skills that all students should develop. Eight mathematics teachers from the PPSD and the LEA’s Mathematics Coordinator completed over 80 hours of professional development geared toward the improvement of teaching mathematics; they used 3-D solid modeling software (SolidWorks, 2009) during the summer and fall semesters of 2009 and during the spring 2010 semester, these teachers conducted action research projects based on their professional development. Formative and summative evaluation techniques were developed and implemented.

Wave modelling: a lesson illustrating the integration of mathematics, science andtechnology through multiple representations

Because mathematical formulae and problem solving are such prominent components ofmost introductory physics courses, many students consider these courses to be nothingmore than courses in applied mathematics. As a result, students often do not develop anacceptable understanding of the relationship between mathematics and science and of therole that mathematical modelling plays in science knowledge generation. This paperdescribes an instructional sequence on wave motion based on teaching through modellingthat serves not only to build student understanding of wave characteristics, but also todemonstrate through multiple representations a primary relationship between science andmathematics. This lesson further demonstrates how model building can combinetechnology and pedagogy to strengthen student understanding of the scientificprocess.

Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective

The purpose of this article is to discuss the current shortcomings in science and mathematics education in Malaysia. The use of cooperative learning as an alternative to traditional method is emphasized. Cooperative learning is grounded in the belief that learning is most effective when students are actively involved in sharing ideas and work cooperatively to complete academic tasks. This article would also focus on selected studies done locally and their expected educational outcomes. A challenge involved in implementing cooperative learning is also discussed.

A World of Differences

Parts of a recent (1989) Educational Testing Service publication are reprinted here: a report of a comparative survey (by tests) of mathematics and science education among 13‐year‐olds in Canada, Ireland, Korea, Spain, the UK and the USA.