Modern approaches to teaching future teachers of mathematics: the use of mobile applications and their impact on students’ motivation and academic success in the context of STEM education

Shurygin, Viktor; Anisimova, Tatyana Ivanovna; Orazbekova, Raushan; Pronkin, Nikolay

doi:10.1080/10494820.2022.2162548

Cited by 5 publications

(4 citation statements)

References 33 publications

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“…The results of this study showed that the respondents gave positive responses regarding the use of STEM-based Mobile Learning Application Technology, This aligns with research conducted by Zhu & Wang (2020), which indicates that mobile learning significantly impacts student learning outcomes , while Shurygin et al (2023) explained in his research that mobile learning is learning using mobile technology. devices such as smartphones, tablets and notebooks.…”

Section: Students' Perceptions Of the Weaknesses Of Exploiting Stem-b...supporting

confidence: 81%

Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications

Rachmadtullah,

Purnaningrum,

Suharni

2023

al.ibtida.snj

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Research conducted by the "We Are Social" institution shows that Indonesian people are a significant resource in utilizing the internet. The ability of Indonesian elementary school students in using digital technology is quite good; however, its use is primarily for entertainment. Observing this phenomenon, researchers have taken the initiative to harness digital technology to enhance the learning experience, moving away from conventional methods. This study aims to investigate how elementary school students perceive STEM-Based Mobile Learning Application Technology. The research method used for this study is qualitative, emphasizing discourse analysis and conversational analysis. Participants in this study included ten fifth-grade elementary school students in the city of Cirebon. The results of the study have been quite positive, as this application makes it convenient for students to study anywhere and at any time, as long as their smartphones are connected to the internet. Nonetheless, the use of STEM-Based Mobile Learning Application Technology has received feedback regarding its limitations and weaknesses, such as the small screen, which makes it challenging for users to read text.

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Section: Students' Perceptions Of the Weaknesses Of Exploiting Stem-b...supporting

confidence: 81%

Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications

Rachmadtullah,

Purnaningrum,

Suharni

2023

al.ibtida.snj

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“…Later, these studies were followed by qualitative methods (14%) among the studies. Among the studies examined, only one study (1.4%, e.g., Shurygin et al, 2023) used an experimental method to examine motivation in STEM education. students' motivation regarding STEM (e.g., Gok, 2021;Kuo et al, 2019;Stringer et al, 2020;Yang et al, 2018), the effects of instructional activities on participants' motivation on STEM (Asigigan & Samur, 2021;Chittum et al, 2017;Funa et al, 2021;Higde & Aktamis, 2022;Julià & Antolí, 2019;LaForce et al, 2017;Tsai et al, 2021), investigating the relationships between STEM motivation and related factors (Fong et al, 2021;Gladstone et al, 2022;Hermans et al, 2022;Jeong et al, 2020;Jiang et al, 2020;Vennix et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Exploring the role of motivation in STEM education: A systematic review

Bayanova

Orekhovskaya

Sokolova

et al. 2023

EURASIA J Math Sci Tech Ed

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Motivation is an essential factor influencing learners’ active participation in STEM subjects and their decision to study STEM fields. This study aimed to determine the current state of research on motivation and STEM and systematically review the current research in the literature. The study examined 78 articles published in journals indexed in the SCOPUS database. Two researchers collected and analyzed the data using the content analysis method. The results showed that the first research on motivation and STEM were published in 2008, and most research papers were published in 2021. The results also showed that most studies were conducted in the United States (47.8%), and the preferred participants were undergraduates (28.1%), high school students (26.7%), and middle school students (14%), respectively. In addition, the results revealed that researchers primarily used the quantitative method to collect data, and a substantial ratio of the studies (83%) investigated student-level factors. Based on the results obtained from this study, it can be concluded that there is a need to comprehensively present the main research results on motivation in STEM education. We suggest that future research should examine databases such as ERIC, ProQuest, and Web of Science and include other documents in the analysis, including book chapters, conference papers, dissertations, and theses.

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“…Professional training of a future teacher of mathematics and computer science is a purposeful, specially organised educational process providing achievement of an appropriate level of pedagogical and subject-specific knowledge in mathematics and computer science, due abilities and skills as well as the development of future pedagogues' personal qualities towards formation of their professional competence. At the same time, T. Scheiner et al [39] note that, when assessing the level of fundamental mathematical knowledge acquired by a teacher of mathematics and computer science, one should remember of the cumulative nature of this knowledge, as concerns schoolbased mathematical training and academic knowledge gained from studying mathematics at higher educational establishments.…”

Section: Introductionmentioning

confidence: 99%

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Boronenko,

Fedotova

2023

P Sci Edu

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Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge of students. This knowledge manifests itself in the form of in-depth theoretical knowledge, readiness to apply it in practice, critical attitude to information, creativity in their actions. In the conditions of digital transformation, fundamental knowledge enables an individual to take an active part in the life of the modern society and generate new decisions in unfamiliar situations. The aim of the article is to identify due strategies for professional training of mathematics and computer science teachers in the conditions of digitalisation of education, those who are ready to implement the educational process at school with a focus on transfer of fundamental knowledge. Methodology and methods. The methodological basis of the research involves: systemic approach in defining the new role of the teacher as a subject of digital educational ecosystems; environmental approach in characterising the potential of digital educational environment; activity-based approach in training future teachers of mathematics and computer science towards enhancing their ability to form a system of fundamental knowledge in students. The results of the study are presented by describing digitalisation as a modern trend towards modernisation of education, defining the essence of fundamentalisation of education, establishing the interrelation between these processes. The priorities of digital educational space helping to improve the work of mathematics and computer science teachers aimed at the formation of students’ system of fundamental knowledge, to make it more efficient, rational, dynamic and creative, include: continuous online support of educational process, availability of high-quality verified and variable educational content, personalisation of educational trajectory of each student, operational feedback and monitoring of learners’ academic achievements, flexibility of educational programmes, due potential to create sustainable motivation, support of students’ involvement in active learning through the use of new educational tools (virtual simulators and laboratories), interactivity, multimediality and hypertextuality of the environment, automation of teacher’s routine activities, etc. Conclusion. Fundamentalisation of education is viewed as a process of formation of solid, profound basic knowledge defining a person’s scientific worldview and allowing for integration of this knowledge through interdisciplinary links, enabling a person to continuously engage in self-education. The presented results can be used for the development of educational programmes of pedagogical baccalaureate, programmes of supplementary professional education providing for due training of teachers of mathematics and computer science, development of their readiness to form a system of fundamental knowledge in students relying of the digital learning environment resource.

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Modern approaches to teaching future teachers of mathematics: the use of mobile applications and their impact on students’ motivation and academic success in the context of STEM education

Cited by 5 publications

References 33 publications

Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications

Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications

Exploring the role of motivation in STEM education: A systematic review

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

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