Search

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

For the twenty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, CA. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in volume 2 which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED496303. For Volume 1 of the 2002 proceedings, see ED496300. For Volume 2 of the 2002 proceedings, see ED496301.]

The 21st century learning leads to create new skill of students, so the Indonesian government offers the new curriculum. In vocational school, project-based learning for the subject of the "Ilmu Pengetahuan Alam dan Sosial" (IPAS) Project is required to increase the creativity of student. Informations about the perspective of vocational teachers to conduct these learnings require to be elaborated more deeply. This research aims to describe the perspective of teachers to Kurikulum 2022. This study is phenomonology research. Participants of this study were 8 teachers of IPAS Project for vocational high school, in Indonesia. The data was collected by interviews. Data analysis was performed using ATLAS.ti 22 software. The results showed that the majority of teachers' response to the Kurikulum 2022 is positive which they explained that Kurikulum 2022 has more advantageous than the lack. The final goal is to improve quality of education in Indonesia. Pancasila profile has good response by teacher because it is more explicit and complex for building the character of student. The vocational teachers have totally prepared by their own creativity. The recommendation from teachers are expressed as a hope for improving quality of education, such as training for teacher, facilities and massive socialization. [For the full proceedings, see ED654100.]

The research aimed to know the result of validity, practicality, and effectiveness of products from the development of games-based learning media in terms of students' mathematical reasoning in three-dimensional shapes. The type of research and development referred to ADDIE model which included five stages, namely analysis, design, development, implementation, and evaluation. The subjects of the research were the 25 VIII grades junior high school students in one of the junior high schools in Indonesia. The research instruments used were the validation questionnaire sheets, teacher responses questionnaire, and student responses questionnaire. The data collection used a Likert scale. Furthermore, the effectiveness data were collected from the post-test that was done by the student through learning media to know their mathematical reasoning abilities. Meanwhile, the data analysis technique used quantitative descriptive analysis. The result showed that media was very valid with an average of 91,86%. Moreover, it was very practical to see from the average of teacher response questionnaire which was 89,58%, and the average of student responses questionnaire which was 85,36%. The value of effectiveness was determined based on students' post-test scores which was 84%. Thus, it can be concluded that this media was effective to be applied as a learning media for junior high school. [For the complete proceedings, see ED655360.]

This study aims to obtain a picture of the perception of mathematics teachers related to students' mathematical problem-solving abilities. This research method is qualitative research with a case study approach. The subject of this research is a mathematics teacher in Sumatra. A total of 32 mathematics teachers were involved in this study. The data collected in this study used a questionnaire. The questionnaire used was validated by one mathematics education lecturer and three mathematics teachers. Then, the results of the questionnaire data were analyzed using Miles and Huberman analysis which consisted of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the teacher's perception of the ability to solve mathematical problems as measured by the Polya stages ranges from 63% to 77%. In addition, there are differences in students' mathematical problem-solving abilities during online and offline learning. The impact of this research can add to existing references and be considered to improve and evaluate math problem-solving abilities in both public and private schools in Sumatra. [For the complete proceedings, see ED631021.]

Students with special needs face difficulties in teaching and learning activities in a regular elementary school. There are various aspects that affect their learning process in a regular school. The study objectives are: (1) to know the implementation of education for students with special needs in a regular elementary school. (2) to know if the school encounters obstacles in implementing education for special needs students. This study uses a case study method. Furthermore, the researcher collects the data through observation, interview, and documentation. The subjects of the study are the headmaster, teachers, and parents. The study results are: (1) to provide the service for students with special needs, the school proposes special assistant teachers to assist them. In addition, the teachers modify the learning activities that suit students' abilities and needs. (2) obstacles in the management of education for students with special needs are education financing, facilities and infrastructure, and less competent human resources. [For the full proceedings, see ED630948.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

This paper describes how teachers in Indonesia have implemented the Character Education policy. This policy required teachers to instil certain values in every lesson. Drawing on Durkheim's (1925) distinction between secular and religious morality, this paper considers how state schools promoted this 'rational/secular moral education', and how it interacted with religious moral education. Bernstein's concepts of pedagogic discourse, instructional and regulative discourses were adopted to analyse how teachers have re-contextualised this policy in the micro pedagogic settings. Three types of data were collected for this study: interviews, class observations and teachers' lesson plans. Four EFL teachers were interviewed on two occasions and three classes were observed for each teacher. Since character education was issued within the school-based curriculum that offered schools and teachers more choices to develop the local curriculum and its intent, the analysis focused on what moral premises were evident in their school and classes, and how such morality was transmitted through the EFL lessons. The conclusion suggests that teachers' implementation of moral education in their classes was dominated by their school communities' and the teachers' own preferred value of religiosity. Such values played out in the classes through both the regulative discourse and the instructional discourse.

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.)

The term VUCA refers to a volatile, complex, and uncertain environment caused by the new normal. In responding to VUCA's volatile environmental conditions, the education sector must adapt to the conditions. Teachers as educators must do various ways to achieve teacher performance. Teachers must have innovations to prepare skills that are ready to face the changes in the educational sector. This research aims how the competency of teachers in dealing with 21st century education through digital competency, the leadership of a teacher towards themself through self-leadership, innovative behavior of a teacher through innovative work behavior and its effect on teacher performance with quantitative approach. The novelty in this research is the addition of the theory to its application on islamic educational sector. Structural equation model (SEM) is applied to assess the model fit and to test the research hypothesis and was processed using SmartPls 3. Based on the hypothesis testing, the findings of the study indicates that digital competency and innovative work behavior have a positive and significant influence on employee performance. However, selfleadership does not have a positive and significant influence on employee performance. This is explained with supported literature in this paper. [ABSTRACT FROM AUTHOR]