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Bridging to mathematical modelling: Vietnamese students' response to different levels of authenticity in contextualized tasks

- Tran, Dung, Nguyen, Duyen, Nguyen, An, Nguyen, Giang-Nguyen, Ta, Phuong

  • Authors: Tran, Dung , Nguyen, Duyen , Nguyen, An , Nguyen, Giang-Nguyen , Ta, Phuong
  • Date: 2020
  • Type: Text , Journal article
  • Relation: International journal of mathematical education in science and technology Vol. 51, no. 6 (2020), p. 893-912
  • Full Text: false
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  • Description: To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks. Adapting the Theory of Authentic Task Situations, we designed variations of the Goat Cage task and implemented them with six small groups of students. Results showed that the modelling processes that the students progressed through differed in mathematical models used and real-world considerations, with diverse approaches when solving the more-authentic variation. Not all phases of the modelling process were observed explicitly when they engaged in the tasks. Students showed a positive disposition towards tasks with more authentic contextual information. The study suggests ways to adapt contextualized tasks to make them more authentic, which allows students to experience a holistic modelling process.

Human physiology students' perceptions of etextbooks : Towards open access as an alternative to traditional textbooks

- Julien, Brianna, Lexis, Louise, Salisbury, Fiona, Russell, Kathy, Loch, Birgit

  • Authors: Julien, Brianna , Lexis, Louise , Salisbury, Fiona , Russell, Kathy , Loch, Birgit
  • Date: 2018
  • Type: Text , Journal article
  • Relation: International Journal of Innovation in Science and Mathematics Education Vol. 26, no. 7 (2018), p. 38-51
  • Full Text: false
  • Reviewed:
  • Description: Science experts across the globe are requesting educators to teach science in authentic and inquiry-driven ways to prepare graduates to be scientifically literate citizens. Shifting from traditional teacher-centred approaches to models of authentic learning requires new and innovative resources. In an inquiry-driven human physiology curriculum an etextbook, 'How to Do Science: a guide to researching human physiology', was developed as an alternative to a traditional textbook and is an example of how professionally designed electronic textbooks can support new approaches to learning. While the advantages of OER have been documented internationally, there is little empirical evidence to indicate benefits of open etextbooks for students in Australia. This study found a majority of students prefer etextbooks compared to hardcopy textbooks, most often due to accessibility, ease of use and convenience. Regarding How to Do Science specifically, a majority of students rated accessibility, attractiveness, ease of navigation, and the quality of the content as high or very high. Students reported that the etextbook contributed most to their learning through assisting in completion of authentic scientific assessment tasks. The etextbook was designed for local use, however, the release as an OER has meant wider dissemination with more impact. We encourage educators to incorporate OERs into their practice. [Author abstract]
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