TECHNOLOGICALLY ENHANCED LEARNING - HIGHLIGHTING THE GENERALITY AND TRANSFERABILITY OF MATHEMATICAL MODELS

The purpose of this study was to develop a valid and reliable scientific literacy test on buffers and to assess the eleventh graders’ scientific literacy. This study applied a survey research design. This research instrument was developed by own. The development was carried out in five steps, namely, a review of the 2018 PISA scientific literacy framework and buffer subject matter, development of test items, experts’ judgment, pilot study, and finalization of the instruments. Meanwhile, a scientific literacy survey was conducted on 71 eleventh graders of a high level of senior high school in Malang Regency. The developed scientific literacy test consists of 22 valid items with a Cronbach’s Alpha reliability coefficient of 0.867. The average score of the respondents’ scientific literacy was 74.61 out of a maximum score of 100 (high category).

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This study aims to 1) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) as a whole and 2) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) based on education level. The sampling technique used was purposive sampling. The research method is a meta-analysis with a sample of 20 national journal articles. The data analysis technique used Cohen's d effect size. Sampling consisted of four levels, namely Elementary School (SD), Junior High School (SMP), Senior High School (SMA), and tertiary institutions. The results of the meta-analysis show that increasing mathematical problem-solving skills through realistic-based learning (Realistic Mathematics Education RME) has an Effect Size at the Elementary School (SD) level = 0.90 (high effect), at the Junior High School (SMP) level = 0 .63 (medium effect), at the high school level (SMA) = 0.23 (small effect). At the university level, it is 0.38 (small effect). Between the education levels of Elementary School (SD), Junior High School (SMP), High School (SMA), and College, the average value of Effect Size = 0.67 (moderate effect). Keywords: Meta-analysis, Realistic Mathematics Education (RME), Mathematical problem-solving ability

This study aims to determine the effect of GeoGebra software on junior high school students' mathematical communication skills. The method used is the quasi-experimental method. This research was conducted at Pasundan Rongga Middle School. With class VIII A as an experimental class with 28 students and class VIII C as a control class with 28 students. This study uses instruments that have been tested and declared valid and reliable. The instrument was adjusted to the indicator of mathematical communication skills with the number of questions tested as many as 5 questions to obtain pretest and posttest data in both the experimental class and the control class. Data testing is done using normalized n-gain formula so that the n-gain data obtained is processed using the SPSS 20 application to perform parametric statistical tests. The results showed that the mathematical communication skills of students who learned using GeoGebra software were better than students who learned without using GeoGebra software.

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

STEM education, an innovative approach fostering Science, Technology, Engineering, and Mathematics skills, stands as an alternative method to cultivate 21st-century competencies. It emphasizes innovation while teaching materials serve as resources aiding instructors in classroom teaching and learning activities. An analysis of published articles in national and international journals focused on examining trends in STEM education and teaching materials. Out of 18 collected articles meeting specific criteria, findings underscore the capacity of STEM education and associated teaching materials to enhance scientific literacy and promote sustainability awareness. Notably, when leveraging STEM-based teaching materials, significant advancements in these areas are evident. However, further empirical research is warranted to comprehensively explore the potential of STEM-based Teaching Materials in augmenting scientific literacy and fostering sustainability awareness.

The error resulting from using the well known paraxial approximation instead of Snell's law of refraction is visualized geometrically.

Scientific literacy is the primary goal of learning physics. However, this ability does not need to be carried out well in schools, especially those integrated with local wisdom. Therefore, this study aims to describe the feasibility of South Borneo’s local wisdom-based physics e-modules on renewable energy materials to improve students' scientific literacy. This study uses the ADDIE development model. However, it is still in the ADD stage: Analyze, Design, and Development. Data were collected using an e-module validation instrument emphasising content and construct validity. The validation results show that three experts said that the physics e-module based on local wisdom on renewable energy materials developed is feasible and can be used as a reference for physical libraries to improve students' scientific literacy.

Research Article| September 01 2013 Add Your Voice to the Discussion about NGSS Mark D. Little Mark D. Little 1NABT President – 2013 Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2013) 75 (7): 436–437. https://doi.org/10.1525/abt.2013.75.7.1 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Mark D. Little; Add Your Voice to the Discussion about NGSS. The American Biology Teacher 1 September 2013; 75 (7): 436–437. doi: https://doi.org/10.1525/abt.2013.75.7.1 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search Recently, there has been a call to improve science and engineering education and to strengthen the associated practices and skills to help ensure that the United States stays internationally competitive. There is another, equally important, reason to improve science and engineering education: to increase citizens’ fundamental understanding of science and engineering so that they are better able to understand public policies related to science, including medical and environmental issues. These pressures have led to the evaluation of how we teach and learn science. Common Core and Next Generation Science Standards (NGSS) are the result of these discussions. A “standard” is what a student should know (content) and be able to do (skills). When many people hear the word “standards,” they think about Common Core. The usual focus in Common Core is on Language Arts and Mathematics, but there is a science component to both of those. Scientific literacy is important... You do not currently have access to this content.

This study aims to analyze the impact (effect size) of the Problem Based Learning model on students' scientific literacy in science learning. The approach of this study is a meta-analysis involving 11 scientific papers from national and international publications. The meta-analysis study shows that there is a positive effect of using the Problem Based Learning model on students' scientific literacy, from 11 scientific papers analyzed, 4 articles have a high effect size category and 7 scientific papers have a medium effect size category. From the level of education (elementary, junior high and senior high school), the Problem Based Learning model has an average effect size with a high category. Meanwhile, from the subject matter, the Problem Based Learning model has a medium and high effect size category on the material or theme that can be analyzed through 11 scientific papers. From this meta-analysis, it can be concluded that the use of the Problem Based Learning model can increase the scientific literacy of students at elementary, junior high and senior high school levels.

The low scores of Pisa and TIMSS Indonesia show that students' abilities are still weak in 3 categories, namely linguistic literacy, scientific literacy, and mathematical literacy. To measure how far the achievement of student competence can be used assessment essay. Therefore this study aims to see the effect of essay assessment on students' competency achievement in science learning. This study used the literature review method through searches on Google Scholar and ERIC with the keywords "student competency achievement", "Essay Assessment", and "scoring". As research subjects, 16 articles were used which had been extracted from 1000 articles in national journals and international journals between 2019 and 2023. The results showed that the use of assessment essays based on educational level, namely at the high school level had a percentage of 62.5% while at the university level has a percentage of 60%. Furthermore, based on the material, it can be seen that the percentage of using assessment essays in biology and physics subjects obtained a percentage of 60%. So it can be concluded that Essay Assessment has an influence on the Achievement of Student Competence in Science Learning.

This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedegogy. Financial and instructional support through business partnership and administrative support were found to be critical strategies used to overcome obsticles identified. David Stricker is an Assistant Professor at University of Wisconsin-Stout. He can be reached at strickerd@uwstout.edu 64 JOURNAL OF STEM TEACHER EDUCATION A Case Study: Teaching Engineering Concepts in Science The focus on improving science, technology, engineering, and mathematics (STEM) education for America’s children can be traced back to the days of Sputnik and beyond. However, compared with advancements then, it has been argued that today technological development and industrial growth are increasing at an exponential rate with expanding global application (Brophy, Klein, Portsmore, Rogers, 2008). Consequently, amid concerns that the United States may not be able to compete with other nations in the future due to insufficient investment today in science and technology research and STEM education, funding initiatives such as the American Recovery and Reinvestment Act (U.S. Department of Education, The American Recovery and Reinvestment Act of 2009: Saving and Creating Jobs and Reforming Education) and “Race to the Top” competitive grants have been enacted in 2009 in an effort to offer substantial federal support for such initiatives (U.S. Department of Education. President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform). The support structure for STEM education does not end with tax dollars. Large private companies such as Time Warner Cable have committed $100 million in media time, and the MacArthur Foundation is supporting “National Lab Day” that will include, among other initiatives, a year-long effort to expand hands-on learning methods throughout the country. Specifically, within the STEM focus, engineering education supports the attainment of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to achieve real world problem solving through design, troubleshooting, and analysis activities (Brophy, et. al., 2008). The arguments for including A Case Study: Teaching Engineering Concepts 65 engineering education into the general education curriculum are well established. Some are motivated by concerns regarding the quantity, quality, and diversity of future engineering talent (American Society for Engineering Education, 1987; National Academy of Engineering, 2005; National Research Council, 1996; International Technology Education Association, 2002) and others by the basic need for all students, in their pursuit of preparing for life, work, and citizenship in a society inundated with technology, to possess a fundamental understanding of the nature of engineering (Welty, 2008). In an attempt to address this issue, there have been a number of curricula designed to infuse engineering content into technology education courses (Dearing & Daugherty, 2004). Each of these programs proposes teaching engineering concepts or engineering design in technology education as a vehicle to address the standards for technological literacy (International Technology Education Association, 2000/2002). Similarly, the National Academy of Engineering (NAE) publication Technically Speaking (Pearson and Young, 2002) emphasizes the need for all people to become technologically literate to function in the modern world. However, despite this clear need, within the technology education profession itself, the appropriate engineering curriculum required for implementation, particularly at the high school level, remains unclear. Indeed, engineering curricula exist that have been designed for implemetation, not in technology education, but rather in math and science classrooms. As a result of the choices available to teachers and school administrators, the extent to which the most effective way of delivereing engineering content to high school students remains unclear. 66 JOURNAL OF STEM TEACHER EDUCATION

The act of performing a sequential trigonometric ray trace through an optical system is as simple as applying Snell's Laws of refraction and reflection, along with some form of the grating equation, to the geometric description of the lenses and mirrors which can comprise that system. The orderly incorporation of these physical laws into an algorithm, which at the same time incorporates all possible geometries which may occur in this optical system, will be the result of this paper. The ray/surface equations and other useful numerical techniques will be spelled out in detail so that this paper can be used as a starting point for their own ray tracing program when commercial optical design codes are either not available or inappropriate.

Metasurfaces, planar metamaterials consisting of a single layer or several layers of artificial structures, not only form the basis for fundamental physics research but also have considerable technological significance. Metasurfaces can locally modify the optical property within a subwavelength range, which can facilitate device miniaturization and system integration. Metasurfaces have shown extraordinary capabilities in the local manipulation of the light's amplitude, phase, and polarization, leading to a plethora of novel applications such as generalized Snell's law of refraction and photonic spin Hall effect. This progress report is focused on the recent advancements in the fundamental research of geometric metasurfaces and their applications in ultrathin optical devices, including planar metalenses, helicity multiplexed holograms, functionality switchable devices, polarization beam splitters, vector beam generation, arbitrary polarization control, and so on. The compactness, ease of fabrication, and unusual functionalities of these devices render geometric optical metasurface devices very attractive for new applications such as encryption, imaging, anti‐counterfeiting, optical communications, quantum science, and fundamental physics. This paper aims to bring readers some new insights, and to broaden the applications of geometric metasurfaces in more research fields of science and technology.

In this paper, we present a semi-analytical simplified approach based on the ray tracing method to estimate radiated electric fields associated with lightning return strokes, taking into account ionospheric reflections. The field transfer function at each frequency and each grazing angle is determined by applying the generalized Snell's law of refraction, and the antenna radiation pattern concept is used to obtain the source illumination efficiency, from which the radiated field is derived. The proposed method is validated using as reference full-wave FDTD simulations.