The OECD study of innovations in science, mathematics and technology education

Atkin, J. Myron

doi:10.1080/002202798183369

Cited by 31 publications

(23 citation statements)

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“…Secondly, contrary to popular belief that "engineering technical students are by nature not interested in any mathematical depth", our study revealed that sufficient depth in engineering technical mathematics may be safely explored where the depth is useful to engineering technical work (Atkin and Black 2005;Langen and Dekkers 2005). The outcome of the study also emphasized close collaboration between mathematics lecturers and personnel in industry as an important step toward the successful teaching of mathematics that would be relevant to industry (Council, T. A. and National Research Council 2001).…”

Section: Findings Based On Hypotheses H 05 To H 08contrasting

confidence: 96%

Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda

Jehopio

Wesonga

2017

IJ STEM Ed

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Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether these skills are imparted to benefit emerging economies still remains a big area of investigation. This study investigated the relevancy of engineering mathematics to the benefit of local industry in a developing economy, Uganda.Results: There was a significant difference between the mathematics being taught to the engineering technical students and the mathematics relevant to the engineering technical work in the industries (p value < 0.05). Implying that the mathematics taught to engineering technical students, though relevant, is not in the form of what the industries require. The use, practicability, depth, rigor, modernity, relevancy, and usefulness of the taught mathematics were all statistically different from the desired mathematical skills for the industry. Moreover, the extent of use of the engineering mathematics did not differ between the required and taught and among the civil, electrical, and mechanical branches of engineering.

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Section: Findings Based On Hypotheses H 05 To H 08contrasting

confidence: 96%

Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda

Jehopio

Wesonga

2017

IJ STEM Ed

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“…Black and Atkin (1996), for example, note that in many of the case studies they analysed there was change toward integration: "Separate science courses are giving place to integrated or combined programs" (p. 37). One major reason for this change has been identified by Atkin (1998): Scientists in universities have lost their dominant role in curriculum development and instead teachers increasingly influence science curriculum. Furthermore, curriculum priorities are shifting toward more practical work.…”

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confidence: 99%

Integrated science teaching as a challenge for teachers to develop new conceptual structures

Lang

Olson²

2000

Research in Science Education

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Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is oi~en assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING projectman integrated science project for middle schools---teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching.

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“…For example, Japan and Germany developed new curriculum to educate students on conservation issues. And for most countries in the study, developing curriculum that related science to everyday settings, integrating science with other subjects, and changing teachers' pedagogical strategies from an emphasis on lecturing to involving students in through hands-on activities were other key issues (Atkin, 1998). These reforms were also the foci for science education in the United States.…”

Section: Introductionmentioning

confidence: 97%

“…The resultant Education Reform Act of 1988 produced a national curriculum and a student assessment program, from which school results were published (Gregory & Clarke, 2003). Atkin (1998) reported that regardless of how students' scored on the Third International Mathematics and Science Study (TIMSS), all of the countries that participated in the OCED's international study of science and mathematics curriculum reform were dissatisfied with their current programs. For example, Japan and Germany developed new curriculum to educate students on conservation issues.…”

Section: Introductionmentioning

confidence: 99%

The role of Rasch analysis when conducting science education research utilizing multiple-choice tests

Boone¹,

Scantlebury²

2006

Sci. Ed.

131

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The OECD study of innovations in science, mathematics and technology education

Cited by 31 publications

References 0 publications

Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda

Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda

Integrated science teaching as a challenge for teachers to develop new conceptual structures

The role of Rasch analysis when conducting science education research utilizing multiple-choice tests

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