Education and technology in sciences First International Congress, CISETC 2019, Arequipa, Peru, December 10-12, 2019, Revised selected papers / Klinge Orlando Villalba-Condori, Agustín Aduríz-Bravo, Jari Lavonen, Lung-Hsiang Wong, Tzu-Hua Wang, editors
Intro -- Preface -- Organization -- Contents -- Importance of the Concept of "Competency" in Science Teacher Education: What Are the Professional Competencies for Science Teachers? -- 1 Introduction -- 2 Towards the Identification of Professional Competencies for Science Teachers -- 3 Concluding Remarks -- References -- Interweaving Transmission and Inquiry in Mathematics and Sciences Instruction -- 1 Introduction -- 2 Constructivism Versus Objectivism -- 3 Onto-Semiotic Complexity of Mathematical Knowledge -- 4 OSA Tools for Didactical Analysis Instructional Design
4.1 Didactic Configuration -- 4.2 Didactical Suitability -- 5 A Mixed Transmissive -- Inquiry Instructional Model -- 6 Working Together Introductory Situations of Proportional Reasoning in Primary School -- 7 Final Reflections -- References -- Making Sense of Correlation and Regression -- 1 Introduction -- 2 Main Difficulties in Understanding Correlation and Regression -- 3 Statistical Sense: The Case of Correlation and Regression -- 3.1 Statistical Literacy -- 3.2 Fundamental Ideas in the Study of Correlation and Regression -- 3.3 Correlational Thinking and Reasoning -- 3.4 Attitudes and Beliefs
4 Making Sense of Correlation and Regression -- 5 Implications for the Teaching of Correlation and Regression -- References -- The UTAUT Model Applied to Examine the STEM in Hight School Robot Subject Instruction -- 1 Introduction -- 2 Literature Review -- 2.1 Robot Subject Instruction, RSI -- 2.2 Unified Theory of Acceptance and Use of Technology, UTAUT -- 3 Methodology -- 3.1 Participants -- 3.2 Research Tools -- 3.3 Research Framework -- 3.4 STEM-Based RSI -- 3.5 UTAUT Questionnaire -- 3.6 Course Satisfaction -- 4 Experiment Results -- 4.1 UTAUT Questionnaire Results
4.2 The UTAUT Pre-test and Post-test of the STEM-Based RSI -- 4.3 Course Satisfaction Results -- 5 Discussion and Conclusions -- References -- Using DDMT Teaching Model to Cultivate Critical Thinking in a STEAM Classroom -- 1 Introduction -- 2 Related Work -- 2.1 Tsing Hua STEAM School -- 2.2 DDMT Teaching Model -- 2.3 Critical Thinking -- 3 Research Methods -- 3.1 Design Based Research -- 3.2 Participants and Settings -- 4 Results -- 4.1 Lesson 1: Discover -- 4.2 Lesson 2: Define -- 4.3 Lesson 3: Model and Modelling -- 4.4 Feedback Results -- 5 Further Considerations -- 6 Conclusion
Summary
This book constitutes the refereed proceedings of the First International Congress on Education and Technology in Sciences, CISETC 2019, held in Arequipa, Peru, in December 2019. The 12 full papers presented in the volume were carefully reviewed and selected from 96 submissions. The papers are focused on the two main topics: pedagogical practice in the sciences, focused specificaly on science education; and complementary aspects of science teaching, which considers all the elements that can contribute to science education
Bibliography
References-An Open Educational Game for Learning Fractions in the Brazilian Context-1 Introduction-2 The Brazilian Reality on Learning of Fractions-2.1 Panorama According Important Educational Assessments-2.2 Difficulties in Learning and Teaching Fractions-3 Didactic Situation Theory by Guy Brousseau-4 Digital Educational Games to Teach and Learn Mathematics-4.1 Educational Games Overview and Applications to Teach Mathematics-4.2 Related Works-5 The Proposal: FracPotion Educational Game-5.1 The Open Digital Educational Game Overview
