program at a glance

The 7th International Conference on Science Mathematics and Technology Education

Transformations through Science, Mathematics and Technology Education: Towards an Innovative and Sustainable Society

4-7 November 2012

Jointly organised by the College of Education, Sultan Qaboos University, Oman, and the Science and Mathematics Education Centre, Curtin University, Perth, Australia

TABLE OF CONTENTS

Page WELCOME

1

CONFERENCE ORGANISERS

2

GENERAL INFORMATION

3

PROGRAM AT A GLANCE

11

PROGRAM IN DETAIL

13

KEYNOTE ABSTRACTS

25

OTHER PRESENTATIONS ABSTRACTS

29

WELCOME It is with great pleasure that we welcome all delegates and their partners to the Sultan Qaboos University and the Seventh international conference on Science, Mathematics, and Technology Education. Sultan Qaboos University is the realization of the promise announced by His. Majesty Sultan Qaboos Bin Said during the 10th anniversary of Oman’s National Day in 1980. Construction started in 1982 and the first Sultan Qaboos University students were enrolled in 1986. In accordance with the Royal Directives of His Majesty, The University commenced with five colleges; namely Medicine, Engineering, Agriculture, Education and Science. Furthermore the College of Arts was established in 1987, following the College of Commerce and Economics which was developed in 1993. The College of Law joined the University in 2006 and finally the College of Nursing was established in 2008. The Sultanate of Oman provides a unique environment with its diversity of landscape from a largely untouched coastline, some of the oldest mountains in the world, wide pristine deserts to the burgeoning capital Muscat, with its forts, palaces and old city wall. It provides a living example where development and tradition can co-exist hand in hand. In a country renowned for its security, stability and the spirit of tolerance of its people, visitors are guaranteed to hear many AhlanwaSahlan (you are welcomed) from the ever smiling Omanis. It is now 15 years since the first international conference on Science, Mathematics and Technology Education was conducted jointly by the Science and Mathematics Education Centre (SMEC), Curtin University, Australia, and the Hanoi Pedagogy University, Vietnam National University, in Hanoi, Vietnam in 1997. Since that time, SMEC has collaborated with universities around the world to organize further conferences. The National Taiwan Normal University hosted the second SMTE in January 2000 in Taipei, Taiwan. The third SMTE was hosted by Rhodes University in East London, South Africa in 2003, the fourth was hosted by Simon Fraser University in 2005 in British Columbia, Canada, and the fifth was organized at the Udon Thani Rajabhat University in Thailand in January 2008. In January 2010, we returned to Hualien in Taiwan and the National Taiwan Normal University hosted the sixth conference. The Seventh conference in November, 2012 is now being held in Muscat, Oman and the co-hosts are the Sutan Qaboos University, Oman and Curtin University, Australia. For this event, the conference theme is ― Transformation through Science, Mathematics and Technology Education: Towards an Innovative and Sustainable Society. The Seventh international conference on Science, Mathematics, and Technology Education contains over 160 paper presentations and workshops covering many research interests. We are honoured to have Professor Theo Wubbels from Utrecht University, the Netherlands, Professor Murad Jurdak from the American University of Beirut, Lebanon and Professor El Yacoubi Nouzha, from University Mohamed V Rabat-Agdal, Morocco, presenting the three keynote addresses. Enjoy the Seventh SMTE and we hope you find it intellectually stimulating and rewarding. We hope you take the time to also enjoy the social program at the conference and discover the many unique features of Muscat and Oman. Thuwayba Ahmed Al-Barwani and Darrell Fisher Conference Convenors 2 November 2012 1

CONFERENCE ORGANISERS Omani Committee Associate Professor Dr. Thuwayba Ahmed Al-Barwani Associate Professor Dr. Ali Huwaishel Al-Shuaili Assistant Professor Dr. Mohamed Al-Tahir Osman Assistant Professor Dr. Maryam Yousuf Al-Wishahi Assistant Professor Dr. Raya Salim Al-Manthari Acting Director Mr. Said Abdullah Al-Jaradi Senior Technician Mr. Nizar Ali Al-Jabri Australian Committee Professor Darrell Fisher Associate Professor Bill Atweh Dr Rekha Koul

2

GENERAL INFORMATION Conference Venue The Seventh International Conference on Science, Mathematics and Technology Education 2012 will be held at the Sultan Qaboos University in Muscat Oman. The Opening Ceremony and the first Keynote Address will be held at The Conference Hall. The second and third Keynote Addresses will be held at Lecture Theatre One. Parallel sessions and Workshops will be held Conference hall, Lecture Theatre 1, Lecture Theatre 3, College Hall and B block rooms (as described in details in the program). Coffee breaks are available at first day at the Conference Hall and other days at the Corridor of B-Block. Lunches will be available at the Faculty Club The Conference Reception on Sunday will be held at the Golden Tulip Hotel. Transport from selected hotels will be provided (see section on Transport below). Conference Gala Dinner on Tuesday will be held at the Intercontinental Hotel. Transport from selected hotels will be provided (see section on Transport below).

Registration Registration, final Program and Conference Satchel will be available on Saturday 3 November from 9:00 am to 2:00 pm at the lobby of the Intercontinental Hotel. Registration Desk at the Exhibition Hall and the entrance of the Conference Hall SQU will be open from 8:00 am on Sunday

Transportation Local taxies are available at the airport to transport delegates from the airport to the Hotels. A free conference bus will pick up delegates from the following five central hotels to the conference venue one hour prior to the first session of each day. Likewise, a free conference bus will transport delegates from these hotels to the Golden Tulip and Intercontinental Hotel for the Reception and Gala Dinner half an hour prior to the events. Free buses will pick up delegates from these hotels at 4:00 pm for the Muscat Highlights tour on Monday.

3

     

The InterContinental Hotel Safeer Hotel Safeer Apartments Crown Plaza Hotel Ibis Hotel Free Hotel Bus is also provided for Delegates staying at the Golden Tulip Hotel)

Conference Office and Lost and found During the Conference, delegates’ assistance can be obtained from Help Desk or SQU Students

from organizing committee (line extension 1687 or 24141687).

Internet Services Most hotels around Muscat would provide access to a wireless internet service. During the conference sessions SQU internet facilities will be made available to delegates.

Guideline for paper presenters 

Please go to the allocated room at least 10 minute before the session begins.



Introduce yourself to the Chair who is the person presenting the third paper in your session.



Check your understanding of the projector and any other audiovisual equipment prior to the session.



Keep presentation within the designated limit; 15 minutes for presentation and 5 minutes for questions.



The Chair will manage the question session.

Guidelines for Chair of Paper Presentation Sessions We would like the person presenting the third paper in each session to be the Chair of that session with the following responsibilities:   

Greet the other presenters and make sure that the session begins and ends on time. Each presentation consists of a 15 minute presentation followed by a 5 minutes for questions.. The Chair introduces the speakers, monitors their time and chairs the question sessions following the presentations.

We thank you for your assistance in chairing the paper session. 4

PROGRAM AT A GLANCE Saturday

Sunday

Monday

Tuesday

Keynote Address Nouzha El Yacoubi

Parallel Session 4

Wednesday

8:00 8:00 am – 5 pm Registration SQU

8:30 9:00

Registration

Conference Hall

Keynote Address Murad Jurdak

9:30 Lobby of 10:00 10:30

The Intercontinental Hotel

Opening and Keynote Address Theo Wubbels

11:00

Conference Hall

11:30

Coffee Break

12:00

Parallel Session 1 And Workshops A

12:30

Lecture Theatre 1 Coffee Break

Parallel Session 5

Lecture Theatre 1 Parallel Session 8

Coffee Break

Coffee Break

Parallel Session 6

Conference Closure Lecture Theatre 1

Parallel Session 2

Parallel Session 3

Lunch

Parallel Session 7

Faculty Club

1:00 1:30

Lunch

2:00

Faculty Club

Poster Session

Lunch Faculty Club

2:30 Workshops B 3:00

Free time

3:30 4:00

Free Time Muscat City Highlight Tour

4:30 5:00

Free time

5:30 6:00 6:30 7:00

Reception

7:30

Golden Tulip Hotel

Gala Dinner Intercontinental Hotel

8:00 8:30 9:00

5

6

PROGRAM IN DETAIL

PARALLEL SESSION 1 and WORKSHOPS A SUNDAY 4TH NOVEMBER 12:00 PM – 1:30 PM 1.1

Cherian Thomas Sibawu Witness Siyepu

Room B1 Ali Jafarabadi Graham Gordon 1.2

Subhash B Nair

Room B2

Vinay R. Gupta

1.3

Room B3

Qaisa Rashid Al-Shibli Maryamb, Salim AlMaskari Said Aldhafri and. Marwa Alrajhi V MunodawafaMakuku Martin Stein

Nawar Alrawahi & Said Aldhafri

1.4 Lecture Th. 1

1.5 PAPERS IN ARABIC Room B4

Vaille Dawson & Katherine Carson Peter Charles Taylor Ken Kawasaki Emilia Z. De Afonso Nhalevilo Alberto Cupane Hisashi Otsuji, Marianne Mclaughlin Khaled S. Ben-Motreb Misfer S. Al-Salouli Muna Al-Afifi Abdulla Ambusaidi Ali H Al-Shuaili & H Al-Shukaili

CREATIVITY FOSTERED TEACHING WITH SPECIAL EMPHASIS ON TEACHING OF MATHEMATICS AN EXPLORATION OF ERRORS IN DERIVATIVES OF LOGARITHMIC FUNCTIONS IN A UNIVERSITY MATHEMATICS CLASSROOM THE EFFECTS OF USING CALCULATOR ON REDUCING MATHEMATICS ANXIETY ENRICHMENT AND EXTENSION USING “REAL-WORLD” PROJECT-BASED LEARNING. EFFECT OF LEARNING THROUGH IPAD APPS ON MOTIVATION AND ACHIEVEMENT ON HIGHER SECONDARY STUDENTS IS OMAN READY FOR DISTANCE EDUCATION: BUSINESS MANAGEMENT STUDENTS’ PERSPECTIVE THE EFFECT OF COMMUNICATION TECHNOLOGY ON OMANI TRADITION ARE MATH AND SCIENCE TEACHERS AUTHORITATIVE? PERCEPTIONS ON THE INFLUENCE OF WORKING RELATIONSHIPS ON THE QUALITY OF STUDENT TEACHERS’ PLACEMENT EXPERIENCE EVA-CBTM - A SURVEY OF INTERNET BASED PLATFORMS FOR LEARNING AND PRACTICING MATHEMATICS PROPOSAL FOR ORAL PRESENTATION OMANI TEACHERS’ PERCEPTIONS OF SCIENCE TEACHERS’ CHARACTERISTICS ACCORDING TO OVERALL QUALITY STANDARDS WESTERN AUSTRALIAN SCIENCE TEACHERS’ PERSPECTIVES OF CLIMATE CHANGE TRANSFORMING CULTURAL LANDSCAPES OF SCIENCE/MATHEMATICS/TECHNOLOGY EDUCATION FOR A SUSTAINABLE FUTURE

INTERNATIONAL SYMPOSIUM INVESTIGATING ELEMENTARY TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING THE CONCEPTS OF GEOMETRY MEASURING 10TH GRADE OMANI STUDENTS LEVEL OF INQUIRY SKILLS AND ITS RELATIONSHIP WITH LOGICAL THINKING ABILITIES OMANI TEACHERS’ PERCEPTION OF USE OF MOBILE LEARNING IN EDUCATION

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A.1 WORKSHOP

David Henderson

USING STUDENT PERCEPTIONS TO IMPROVE CLASSROOM LEARNING ENVIRONMENTS

Gregor Lomos

ACTION / PRACTITIONER RESEARCH

Khoula Zahir Alhosni

PRODUCTIVE PEDAGOGIES AS FRAMEWORK FOR QUALITY TEACHING

College Hall A.2 WORKSHOP Room B5 A.3 WORKSHOP ARABIC Conference Hall

WORKSHOPS B SUNDAY 4TH NOVEMBER 2:30 pm -4:00 pm B.1 WORKSHOP

EDUARDO M. LACAP, JR & ROLANDO R. ONILONGO

DEMONSTRATION OF MULTICOLLINEARITY IN MULTIPLE LINEAR REGRESSION

Hari Vuthaluru

USE OF DIGITAL TECHNOLOGIES FOR DISTANCE EDUCATION PROGRAMS IN CHEMICAL ENGINEERING

SIBAWU WITNESS SIYEPU

DEVELOPING CONJECTURES ON HOW TO DERIVE FORMULAE FOR TOTAL SURFACE AREAS OF PLATONIC SOLIDS

Diane Resek

REVITALIZING ALGEBRA THROUGH CONNECTING REPRESENTATIONS

Cecile Hoods

MOTIVATING AND ENGAGING STUDENTS TO MAKE DRAMATIC GAINS IN LEARNING

Lynette McClellan

PLANNING FOR LANGUAGE FOCUSED STRATEGIES IN THE MATHEMATICS CLASSROOM

Room B1 B.2 WORKSHOP Room B2 B.3 WORKSHOP Room B3 B.4 WORKSHOP Room B4 B.5 WORKSHOP College Hall B.6 WORKSHOP Lecture Theatre 1

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8

B.7 WORKSHOP IN ARABIC

Nasser Ali Al-Jahwari

EFFECTIVE TEACHING BY PROBLEM-SOLVING

David Henderson

USING STUDENT PERCEPTIONS TO IMPROVE CLASSROOM LEARNING ENVIRONMENTS

Conference Hall B.8 WORKSHOP Lecture Theatre 3

PARALLEL SESSION 2 MONDAY 5TH NOVEMBER 10:30 AM – 11:30 AM 2.1 Room B1

Mohammed Goma Tanko & Bill Atweh Bature Iliya Joseph& Bill Atweh

Room B2

Khalid Alsharif & Bill Atweh Mohareb Ali Alsmadi Reema Ali Fayez Zawahreh

2.3

Carlos Lauchande & Alberto Cupane Cecilia Junio-Sabio, & Rizwan Ahmed Shahzada Qaisar

Room B4

Asma Almahrouqi

2.2

2.4

Fatheya Al Ahmadi & Paul Lowe Shamil Makhmutov & Marina Makhmutova

MATHEMATICS STUDENT AND/OR SOCIAL ACTIVIST? YOUNG ARAB WOMEN AND SOCIAL JUSTICE PEDAGOGY STUDENTS PERCEPTIONS ON THE EFFECTS OF INTRODUCING PRODUCTIVE PEDAGOGIES FOR IMPROVING MATHEMATICS CLASSROOM PRACTICES IN A NIGERIA INOVATIVE PEDAGOGIES FOR PRE-SERVICE TEACHERS IN MATHEMATICS EDUCATION THE PSYCHOMETRIC CHARACTERISTICS OF THE MATHEMATICS TEST (LEVEL 3) OF THE WIDE RANG ACHIEVEMENT TEST )WRAT) IN A SAMPLE OF THE PUBLIC SCHOOLS STUDENTS IN AJLUNE COUNTY FACTORS INFLUENCING GRADE 6 PUPIL ACHIEVEMENTS IN MATHEMATICS IN MOZAMBIQUE. IMPORTANCE OF ACADEMIC SUPPORT SERVICES: AN ASSESSMENT FROM STUDENTS IN OMAN FRIEND AND NON-FRIEND GROUPS’ INTERACTION IN COLLABORATIVE MATHEMATICAL CLASSROOM LEARNING AS A PROCESS AND A PRODUCT: AN EMPIRICAL APPROACH TEAM-BASED INQUIRY LEARNING USING MOODLE IN COORDINATION OF LARGE SIZE COURSES

Room B5 Cecile Hoods

2.5

Archana Bhattacharjee

Room B6

Intzar Hussain Butt Muhammad Asif Malik

TECHNOLOGY AND THE SIGNIFICANT STRUCTURAL CHANGES THAT LEAD TO TRANSFORMATION OF THE TERTIARY EDUCATION LANDSCAPE IN NEW ZEALAND IN THE 2000S GENDER DISCRIMINATION AND EDUCATIONAL GAP (A STUDY BASED ON A TRIBAL VILLAGE IN JORHAT, INDIA GENDER DISPARITY IN MATHEMATICS ACHIEVEMENT AMONG RURAL AND URBAN STUDENTS IN PAKISTAN SOCIAL DEVELOPMENT OF FEMALE STUDENTS OF PUBLIC SECTOR SCHOOLS AT SECONDARY LEVEL IN PAKISTAN

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9

2.6 Room B10

2.7 Room B14

2.8

Sarah Snell Catherine Snell-Siddle Darrell Fisher MOHAMMED ESMAIL DAEL ALABSI

THE VALIDATION AND APPLICATION OF THE MOBLEI: THE EFFECTS OF GENDER AND AGE ON ACTUAL AND PREFERRED PERCEPTIONS THE RELATIONSHIP BETWEEN LEVELS OF EDUCATION AND PERCEPTIONS OF PHYSICAL ENVIRONMENTAL EFFECTS OF QAT AMONG YEMENI SOCIETY

Yuli Rahmawati, Rekha Koul &Darrell Fisher Ralph A Sabio

CO-TEACHING AND CO-GENERATIVE FOR TRANSFORMING TEACHER INTERPERSONAL BEHAVIOUR AND TEACHERSTUDENTS INTERACTIONS IN SECONDARY SCHOOLS DISTANCE EDUCATION IN THE PHILISTINE: CURRENT TRENDS, CHALLENGES AND PROSPECTS A TALE OF TWO TEACHERS: INTEGRATING EDUCATION FOR SUSTAINABILITY, ENGLISH AND MATHEMATICS FOR A SUSTAINABLE FUTURE USING ETHICAL DILEMMA STORY PEDAGOGY. IN ORDER TO LAUNCH WORLDVIEW EDUCATION EXPLORING THE LITERATURE ON THE INTEGRATION OF MATHEMATICS AND TECHNOLOGY EDUCATION THE HARMONIZATION OF THE OUTCOMES OF THE POSTBASIC SCHOOLS WITH THE REQUIREMENTS OF HIGHER EDUCATION IN THE SULTANATE OF OMAN 00 FLIP, GOOGLE, GROUP, AND DEPLOY: TRANSFORM YOUR STUDENTS’ EDUCATION TO A SUSTAINABLE CASH FLOW

Elisabeth Taylor Peter C Taylor Ray Williams & Tim Manea; KAWASAKI, Ken Dr Zafer Farraj Alshehri

PAPERS IN ARABIC

Fatma Al Mashani

College Hall

Nada Khatib

PARALLEL SESSION 3 MONDAY 5TH NOVEMBER 11:30 AM – 12:30 PM 3.1

Lynne Robinson

Room B1

Graham Gordon Ali Salim Rashid Alghafri

3.2

Ross D Hudson and Stewart Monckton Sulaiman M. Al-Balushi,

Room B2

Abdullah K. Ambusaidi Ali H. Al-Shuaili Susan Patricia Long;

3.3 Room B4

David Allison, Andriy Didenko &Gary Miller Michael Mhlolo Robert Ariel, Ibrahim S. Al-Harthy, Christopher A. & John Dunlosky

TEACHING CRITICAL THINKING WRITING SKILLS TO PRE-ENGINEERING STUDENTS ENRICHMENT AND EXTENSION USING “REAL-WORLD” PROJECT-BASED LEARNING. THE SECRET OF COGNITIVE NEUROSCIENCE IN LEARNING AND THINKING TRIALLING OF TEST ITEMS; HOW RELIABLE IS IT? THE DEVELOPMENT AND APPLICATION OF A TWO-TIER DIAGNOSTIC TEST TO ASSESS OMANI TWELFTH GRADE STUDENTS’ MISCONCEPTIONS IN CHEMISTRY THE STUDENT REPORT CARD AND THE TEACHERS’ REPORTING; MORE THAN AN ADDENDUM TO THE SEMESTER” INVESTIGATING TRANSFORMATIONS IN THE CARTESIAN PLANE USING SPREADSHEETS HOW CAN WE IMPROVE LEARNERS’ GRAMMATICAL STRUCTURES IN MATHEMATICAL TEXTS? HABITUAL READING BIASES IN THE ALLOCATION OF STUDY TIME

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10

3.4 Room B5

Mohammed Alzaghibi Khalid Alrdiyan Fahad Alshaya Ahmed Humaid ALBadri

Arpana Dhar Rekha Koul 3.5 3.6

Room B14

Choon Pooh & Darrell Fisher David Henderson

Ernest Afari, Jill Aldridge Barry Fraser

3.7

Room B15

Said Aldhafri & Nawar Alrawahi Afaq Ahmad & Dawood Al-Abri Martina Dickson; & Balqees Mohamed Awadh

3.8 PAPERS IN ARABIC College Hall

Wajeha Thabit Al-Ani Abdurrahman M. Sadaany & Mohamed A. Selim KHALID ALSHARIF

BIOLOGY TEACHERS' RESPONSES WHEN FIRST TIME ENCOUNTER SOCIO-SCIENTIFIC ISSUES IN NEW BIOLOGY TEXTBOOKS THE AVAILABILITY EXTENT OF CRITICAL THINKING SKILLS TO CYCLE TWO SCIENCE TEACHERS IN THE BASIC EDUCATION FROM THEIR PERCEPTIONS INFLUENCE OF TEACHER TEACHING BELIEFS ON STUDENT OUTCOMES: A CASE STUDY DEVELOPING REFLECTIVE PRACTICE THROUGH HARNESSING STUDENT FEEDBACK USING QTI IN A SINGAPORE SECONDARY SCHOOL USING STUDENTS’ PERCEPTIONS OF THEIR LEARNING ENVIRONMENT TO FACILITATE TEACHER PROFESSIONAL DEVELOPMENT EXAMINING THE PERCEPTIONS OF THE LEARNING ENVIRONMENT AND ATTITUDES (ACADEMIC EFFICACY AND ENJOYMENT OF MATHEMATICS) AMONG EMIRATI STUDENTS STUDENTS’ PERCEPTIONS OF BEST MATH AND SCIENCE TEACHERS’ CHARACTERISTICS DEVELOPMENT OF LOW COST TEACHING TOOLS – AN EFFORT TOWARDS BUILDING AN INNOVATIVE AND SUSTAINABLE SOCIETY BEYOND 21ST CENTURY TRAINING STUDENTS IN SCIENTIFIC INQUIRY SKILLS – FINDINGS FROM A SECONDARY SCHOOL IN ABU DHABI, UNITED ARAB EMIRATES ALTERNATIVE EDUCATIONAL PATHWAYS ACCESS TO EDUCATIONAL SUCCESS IN THE SULTANATE OF OMAN ENVIRONMENTAL HUMAN RIGHTS IN OMANI SCIENCE TEXTBOOKS “A CRITICAL STUDY” USING PRODUCTIVE PEDAGOGIES FRAMEWORK TO IMPROVE TEACHING PRACTICES FOR MATHEMATICS PRE-SERVICE TEACHERS AT RIYADH TEACHERS’ COLLEGE

11

POSTER SESSION MONDAY 5TH NOVEMBER 1:30 AM – 2:30 PM Room

Abdeljalil Métioui, Louis Trudel &Fathi Matoussi

Hiya Almazroa College Lobby

Curtis C. Bradley, Jan Beks, and Kofi Agyeman Ross D Hudson and Stewart Monckton Fatma Salman Marhoon

Andre du Plessis and Paul Webb

Juan Manuel Wood and Abdeljalil Métioui

REPRESENTATIONS OF QUEBEC PRE-SERVICE TEACHERS AND TUNISIAN IN-SERVICE TEACHERS ON THE ABSOBRTION AND REFLECTION OF LIGHT: CONTINUITY OR RUPTURE? EXPLORING PORTFOLIO ASSESSMENT IN SAUDI PRESERVICE SCIENCE TEACHERS' EDUCATION PROGRAM COGNITIVE TUTORS FOR STUDIO PHYSICS HOW DOES STUDENT PERFORMANCE ON PROCESS ITEMS COMPARE TO THAT OF KNOWLEDGE ITEMS IN SCIENCE ASSESSMENTS? USE OF ON-LINE FORMATIVE ASSESSMENT THROUGH BLACKBOARD FOR A THERMODYNAMIC CLASS A HEURISTIC FOR HIGHER LEVEL STUDENT COGNITIVE THINKING AND QUESTIONING THROUGH COLLABORATIVE STUDENT DESIGNED WIKI-BASED CYBERHUNTS UTILIZATION OF SCIENCE EDUCATION RESEARCH TO UPDATE TEACHING PRACTICES AT THE ELEMENTARY LEVEL

PARALLEL SESSION 4 TUESDAY 6TH NOVEMBER 9:00 AM – 10:00 AM 4.1 Room B15

Syed Mansoor Jaffar Jaguthsing Dindyal Tika Ram Pokhrel

4.2

Fatma Salman Marhoon

Room B2

Sabry M. Abd-El-Fattah Sahar El Shourbagi Kusure, L, Muropa, B.C &Basira, K, Antonio M. Asuncion

4.3

Room B3

Lynette McClellan; Bill Atweh & John Malone Nuur Raihan binti Shukor

4.4

Misfer AlSalouli, Khaled Ben Moreb

Room B4

Nasser Mansour Saeed Alshamrani Said Aldhafri Amal Alhadabi

STUDENTS’ MISCONCEPTIONS ABOUT LIMITS USE OF GEGOGEBRA IN ADDRESSING CRITICAL THINKING SKILLS USE ON-LINE FORMATIVE ASSESSMENT THROUGH BLACKBOARD FOR THERMODYNAMIC CLASS THE TEACHERS' MATHEMATICS VALUE SCALE: INITIAL DEVELOPMENT AND VALIDATION PRACTICING SCIENCE TEACHERS’ PERCEPTIONS AND ASSUMPTIONS ON CLASSROOM ASSESSMENT. PATTER OF MICRO DISCOURSE SKILLS DEVELOPMENT AS REFLECTED IN THE DESCRIPTIVE ESSAY OF ESL LEARNERS LANGUAGE ENHANCED STRATEGIES IN THE LEARNING OF MATHEMATICS A HISTORIAN’S VIEW OF THE LOW ACHIEVEMENT OF MALAY STUDENTS IN MATHEMATICS EXPLORING ELEMENTARY TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING NUMBER AND OPERATION PROFESSIONAL DEVELOPMENT IN SAUDI ARABIA: SCIENCE TEACHERS’ PERSPECTIVES PREDICTING SCIENCE AND MATHEMATICS OMANI TEACHING METHODS USING PERSONALITY TYPES

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12

4.5

Alberto Cupane

Room B5

Rebecca Loftus and Peter Taylor Hisashi Otsuji

4.6

Catherine Snell-Siddle, Sarah Snell &Darrell Fisher

Room B6 Kamani Gunawardena, Darrell Fisher

4.7 SPECIAL PRESENTATIONS Lecture Theatre 1 4.8 PAPERS IN ARABIC

Leong Chuin Fui, Mohd Rafi Abdullah Bayoh & Hunus Riah Fahad Suliman Alshaya

Darrell L Fisher

Muhammed Ahmed Abboro Khaled S. Ben-Motre Khaled M. Al-Saud

College Hall

AN INQUIRY ABOUT THE USAGE OF POETRY AS PART OF AUTO ETHNOGRAPHIC RESEARCH FOR CULTURE STUDIES TEACHERS AS TRANSFORMATIVE EDUCATORS: FINDING A VOICE THROUGH RESEARCH AS TRANSFORMATIVE LEARNING RE-EXAMINING JAPANESE SCIENCE EDUCATION FROM A MAHAYANA BUDDHISM POINT OF VIEW DEVELOPMENT AND VALIDATION OF THE MOBLEI AND ITS ASSOCIATIONS WITH ATTITUDINAL OUTCOMES AN APPLICATION OF THE TROFLEI IN TERTIARY COMPUTING CLASSES IN TECHNICAL INSTITUTES AND POLYTECHNICS IN NEW ZEALAND CLASSROOM LEARNING ENVIRONMENT AND ITS ASSOCIATION WITH STUDENT’S ATTITUDES TOWARDS PHYSICS IN BRUNEIAN DARUSSALAM THE EXCELLENCE RESEARCH CENTER OF SCIENCE AND MATHEMATICS EDUCATION (ECSME) SAUDI ARABIA: VISION AND ACHIEVEMENTS CONTRIBUTION TO SCIENCE AND MATHEMATICS EDUCATION BY SCIENCE AND MATHEMATICS EDUCATION CENTRE, CURTIN UNIVERSITY FINDING THE SOLUTION: STRATEGIES AND EDUCATIONAL CONTENT THE SPATIAL ABILITY AMONG THE STUDENTS OF MATHEMATICS AND ART EDUCATION AT THE KING FAISAL UNIVERSITY AND RELATIONSHIPS WITH SOME VARIABLES

PARALLEL SESSION 5 TUESDAY 6TH NOVEMBER 10:00 AM – 11:00 AM 5.1

Room B15 5.2

Hashem A. Kilani, Ph.D. Khoula Zahir Alhosni Bill Atweh Zainab Al Lawati Dr. Ali Kemal Tekin Amal Alhadabi Said Aldhafri

Room B2 Ron Martin Ali Kemal Tekin 5.3

Room B3

RUPA VUTHALURU, G. INGRAM & VUTHALURU Don Kannangara Darrell Fisher Brenda Lloyd

IS THE SPATIAL ABILITY IN PHYSICAL EDUCATION RELATED TO MATHEMATICS? USING PRODUCTIVE PEDAGOGIES FRAMEWORK BY OMANI MATHEMATICS MIDDLE -SCHOOL TEACHERS USING BLOCKS FOR TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION MOTIVATION TO LEARN SCIENCE & TEACHER-STUDENT RELATIONSHIP AS PERCEIVED BY MIDDLE-SCHOOL OMANI FEMALE STUDENTS ASSESSING SCIENTIFIC LITERACY BY ‘EQUIVALENT’ TESTS IN DIFFERENT LANGUAGES A COMPARATIVE ANALYSIS OF CONTEMPORARY AND TRADITIONAL TEST TYPES AND THEIR VALIDITY ISSUES COMPARISON OF PROXIMAL AND REMOTE TEACHING OF AN ENGINEERING DESIGN UNIT EFFECTIVE MENTAL MODELLING AND COGNITIVE FACTORS IN TEACHING PROGRAMMING HOW HAS TECHNOLOGY CHANGED THE WAY WE VIEW OUR CAREERS?

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13

5.4

Gary Q. Dacanay DME

Room B4

Mark Nelson , A. Porter &B. Bukhatwa Nourooz Hashemi Mohd Salleh Bin Abu Hamidreza Kashefi Abdullah Ambusaidi Fatma Al-Muqeemi &

5.5

THE EFFECTIVENESS OF A PROPOSED INSTRUCTIONAL MATERIAL IN PRECALCULUS FOR THE STUDENTS OF THE UNIVERSITY OF NIZWA, SULTANATE OF OMAN HEADSTART MATHEMATICS FOR SCIENCE STUDENTS INFLUENCES OF GENERALIZATION IN TEACHING INTEGRAL CONCEPT OMANI 12TH GRADE STUDENTS' PERCEPTIONS ABOUT SCIENTISTS AND TH EIR WORKS

Maya Al-Salmi Room B5

5.6

W. P. Palmer

LEONARD DUNNELL GALE (1800-1883): A BIOBIBLIOGRAPHY

W. P Palmer

ELEMENTS OF CHEMISTRY: THE BOOKS AND THEIR AUTHORS. EDUCATION AND MILLENNIUM DEVELOPMENT GOALS: ISSUES AND CONCERNS (A CASE STUDY BASED ON A TEA GARDEN COMMUNITY IN JORHAT DISTRICT, ASSAM, INDIA A THEORETICAL PERSPECTIVE ON THE LEARNING ACTIVITIES TAKING PLACE IN MULTIUSER LEARNING ENVIRONMENTS DOES THE CURRICULUM MATCH WORKPLACE REQUIREMENTS EXAMINING THE POSSIBILITY OF USING A CULTURAL VILLAGE AS A SITE FOR MATHEMATISATION WHY ARE STUDENTS USING WEB-BASED LEARNING RESOURCES IN MATHEMATICS OUTSIDE THE CLASSROOM? ESTABLISHING THE CONSTRUCT VALIDITY AND RELIABILITY OF AN URDU TRANSLATION OF THE TEST ANXIETY INVENTORY

Archana Bhattacharjee

Room B6 Susan Chard

5.7

Gregor Lomas & K. Mills Madusise, Sylvia & Mwakapenda, Willy Tomas Bergqvist

Room B10 Muhammad Shabbir Ali

14

PARALLEL SESSION 6 TUESDAY 6TH NOVEMBER 11.30 pm - 12.30 PM 6.1

Room B1

6.2 Room B2 6.3

Abdeljalil Métioui Fathi Matoussi Louis Trudel NAKAJO, Mitsuru KAWASAKI, Ken Bob Chui Seng Yong

Effandi Zakaria, Norazah Nordin & Mohamed Amin Embi Saif Al-Maamari Humaid Al-Saidi Alison Clark-Wilson

Room B3 Andre du Plessis and Paul Webb Zafer Farraj Alshehri 6.4

Room B4

6.5

M. Abdul Majid, Z. A. Huneiti, Balachandran Bradley, Beks, Agyeman, Dean & Bielenberg. Karam Singh Khokra Darrell Fisher Peter Charles Taylor

Room B5

Huseyin Kotaman Ali Kemal Tekin Emilia Z. de F. Afonso Nhalevilo

6.6

Ahmad Alshammari

Room B6

M'hamed Tighezza

6.7

Room B15

Rekha Koul Nicoleta Maynard Issa Al balushi

Rolando R. Onilongo &

Eduardo Lacap Jr. Marianne McLaughlin, Dawson & Carson

REPRESENTATION OF PUPILS AND TEACHERS INFORMATION (PRIMARY) WITH REGARDS TO THE INTERIA LAW A DISTINCTION BETWEEN UNIVERSALITY AND PARTICULARITY OF THINGS IN SCIENCE TEACHING ATTTITUDES AND SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING OF PRESERVICE AND INSERVICE SCIENCE TEACHERS DEVELOPMENT OF A GRADING RUBRIC FOR ONLINE FORUM USE IN MATHEMATICS EDUCATION COURSES OMANI SOCIAL STUDIES TEACHERS’ BELIEFS ABOUT TEACHING IN THE LIGHTS PRINCIPLES OF CONSTRUCTIVISM. HOW DOES A MULTI-REPRESENTATIONAL MATHEMATICAL ICT TOOL MEDIATE TEACHERS’ MATHEMATICAL AND PEDAGOGICAL KNOWLEDGE CONCERNING VARIANCE AND INVARIANCE? A HEURISTIC FOR HIGHER LEVEL STUDENT COGNITIVE THINKING AND QUESTIONING THROUGH COLLABORATIVE STUDENT DESIGNED WIKI-BASED CYBERHUNTS EXPLORING THE LITERATURE ON THE INTEGRATION OF MATHEMATICS AND TECHNOLOGY EDUCATION MATLAB IN FIRST YEAR ENGINEERING MATHEMATICS: A CASE STUDY OF BILINGUAL STUDENTS TRANSITIONING TO STUDIO PHYSICS

DATA COMMUNICATION AND NETWORKING CONCEPTS AND LEARNING STYLES PREPARING NEW PARADIGM RESEARCHERS TO TRANSFORM EDUCATIONAL LANDSCAPES AN EPISTEMOLOGICAL ANALYSIS OF ACTION RESEARCH RETHINKING THE HISTORY OF INCLUSION OF IKS IN SCHOOL CURRICULA: ENDEAVORING TO LEGITIMATE THE SUBJECT SCIENCE CURRICULUM REFORM IN KUWAITI SCHOOLS MODELING RELATIONSHIPS AMONG LEARNING, ATTITUDES, SELF-PERCEPTIONS AND SCIENCE ACHIEVEMENT IN TIMSS FOR 8TH GRADE SAUDI STUDENTS ENGINEERING & TECHNOLOGY EDUCATION IN PRIMARY SCHOOLS ESTABLISHING INDUSTRY SCIENCE LINKS IN HIGHER EDUCATION: TOWARDS ACHIEVING A KNOWLEDGE BASED ECONOMY IN OMAN ON READINESS INDEX IN CALCULUS AT UNIVERSITY OF NIZWA, SULTANATE OF OMAN EDUCATIONAL RESEARCH FOR EARLY CAREER ACADEMICS

CONTINUED ON NEXT PAGE

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6.8 PAPERS IN ARABIC

Nasser Ali Al-Jahwari Awatif Rashid AlQasimiyah Ahmed Humaid ALBadri

College Hall

THE EFFECTIVENESS OF USING MIND MAPS STRATEGY OF TEACHING SCIENCE ON THE ACHIEVEMENT AND DEVELOPMENT OF BASIC SCIENCE PROCESSES FOR THIRDGRADE PUPILS IN SULTANATE OF OMAN THE AVAILABILITY EXTENT OF CRITICAL THINKING SKILLS TO CYCLE TWO SCIENCE TEACHERS IN THE BASIC EDUCATION FROM THEIR PERCEPTIONS

PARALLEL SESSION 7 TUESDAY 6TH NOVEMBER 12:30 AM – 1:30 PM 7.1

Room B1 7.2

Room B2

Ahmed Ibrahim Ahmed Al-Kndi M. Alzaghibi, A.Almahrouqi & Alrwais Talal Ben Sa’ed AlHarbi Adel Al-Baz Mohammad Al-Khateeb Ali Kemal Tekin Huseyin Kotaman Maher M. Abu Hilal &

Faisal Abdel-Fatth 7.3 Room B3

7.4

Antonio M. Asuncion Cecille J. Sabio Fathi Matoussi Abdeljalil Métioui M.Mikhaiel Pundary Phuyal Binod Prasad Pant

Room B4 7.5

Faisal Said Al-Maamari,

Room B5 Ali Kemal Tekin & Maryam Al Maamari

7.6

Room B6

Rabih El Mouhayar & Murad Jurdak V. MUNODAWAFAMAKUKU. V. MATSWETU & W. MUNAKANDAFA Shariq Ali Khan Salem H. Alhajri

APPLIED SCIENCES STUDENTS CONCEPTIONS OF THE NATURE OF SCIENCE : THE CASE OF OMANI STUDENTS MEASURING THE FIDELITY OF IMPLEMENTATION OF NOVEL SCIENCE AND MATHEMATICS TEXTBOOKS IN SAUDI ARABIA ELEMENTARY STUDENTS’ MISTAKES IN LEARNING GEOMETRIC CONCEPTS AND THEIR TEACHERS’ LEVEL OF AWARENESS OF SUCH CONCEPTS IMPACT OF REGULAR SLEEP CYCLE AND EARLY SELFSTUDY ON MATHEMATICS ACHIEVEMENT VARIABLES THAT DISCRIMINATE BETWEEN HIGH AND LOW ACHIEVING STUDENTS IN MATH AND SCIENCE IN TIMSS UTILIZATION OF MULTI-MEDIA PRESENTATIONS IN IMPROVING IELTS PERFORMANCE OF ESL LEARNERS ICT IN EDUCATION: CHALLENGES STUDENTS FACING THE USE OF A HYPERMEDIA TEACHING ONLINE VS TEACHING IN-CLASS: ARE THEY SIMILAR? TEACHING SCHOOL MATHEMATICS THROUGH STORIES TRANSFORMATION THROUGH THE AMENDMENT OF POSITIVE BELIEFS TOWARDS THE MATHEMATICS AND MATHEMATICS TEACHING ASSESSMENT IN UNIVERSITY ENGLISH SCIENCE-BASED PROGRAMMES: LANGUAGE AND SUBJECT-MATTER INTERPLAY THE ROLE OF COMPUTER TECHNOLOGY IN ZONE OF PROXIMAL DEVELOPMENT FOR TEACHING MATH TO YOUNG CHILDREN DEVELOPMENT OF STUDENT STRATEGY USE IN PATTERN GENERALIZATION TASKS ACROSS GRADE LEVEL THE IMPACT OF SELECTED INSTRUCTIONAL FACTORS ON THE QUANTITY AND QUALITY OF COMPUTER SKILLS ACQUISITION AND USE BY UNIVERSITY STUDENTS DATABASE PROJECTS: AN EMPIRICAL APPROACH TO DESIGN AND IMPLEMENTATION EFFICIENCY OF TEACHING GEOMETRY USING A GEOMETRIC SKETCHPAD PROGRAMME ON GEOMETRIC THINKING AND GEOMETRIC DRAWING SKILLS WITH GRADE EIGHT BASIC EDUCATION CLASS STUDENTS CONTINUED NEXT PAGE

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7.7

Madusise, Sylvia & Mwakapenda, Willy

Room B15

Diane Resek Ali Said Sulaiyam ALMATARI

7.8

College Hall

Zulmaryan Binti Embong & Nik Suryani Nik Abdul Rahman Alaa Sadik

CULTURALLY–BASED ACTIVITIES IN GRADE 9 MATHEMATICS: TENSIONS AND POSSIBILITIES FROM PRACTICE REVITALIZING ALGEBRA BY EMPHASIZING DEPTH OVER BREADTH THE IMPACT OF USING THE PROGRAM (SPSS) IN THE TEACHING OF STATISTICS ON ACADEMIC ACHIEVEMENT IN STATISTICS AND STATISTICAL THINKING AMONG STUDENTS IN THE TENTH GRADE DECLINE IN MATHEMATICS ACHIEVEMENT AMONG UNDERGRADUATE STUDENTS: A LECTURER’S PERSPECTIVE THE DEVELOPMENT AND EVALUATION OF A NETWORK FOR PRODUCING AND SHARING PRE-RECORDED VIDEO PRESENTATIONS

PARALLEL SESSION 8 Wednesday 7TH NOVEMBER 10 am-11.00 am 8.1

Room B1

Paul Lowe & Darrell Fisher Nasser Ali Al-Jahwari Awatif Rashid AlQasimiyah Mounir Mousa Sadek

8.2 Room B10

8.3

Room B3

Abdeljalil Métioui Louis Trudel Fathi Matoussi Taki Al Abduwani

Rekha Koul Vaille Dawson Kamani Gunawardena, Darrell Fisher2 Cecile Hoods Darrell Fisher Shrestha, Nilam

8.4

Akshay Peshave Anthony N Dowsett

Room B4

Marianne Mclaughlin & Peter C Taylor

THE JOY OF LEARNING: PROBLEM-BASED LEARNING IN TEAMS THE EFFECTIVENESS OF USING MIND MAPS STRATEGY OF TEACHING SCIENCE ON THE ACHIEVEMENT AND DEVELOPMENT OF BASIC SCIENCE PROCESSES FOR THIRD-GRADE PUPILS IN SULTANATE OF OMAN THE EFFECTIVENESS OF “PEOE” STRATEGY IN RECONSTRUCTING AND TEACHING SCIENCE IN THE ACHIEVEMENT, CREATIVE THINKING AND INTEGRATIVE SCIENCE PROCESSES SKILLS FOR GRADE EIGHT STUDENTS REPRESENTATIONS OF PUPILS AND TEACHERS IN FORMATION (PRIMARY) WITH REGARD TO THE INERTIA LAW DEVELOPING THE EMPLOYABILITY OF OMANI HIGHER EDUCATION STUDENTS: A PROPOSED OPTIONAL MODULE ON SOFT SKILLS DIVERSE CLASSROOMS: PROMOTING INQUIRY BASED SCIENCE TEACHING METHODS IN INDIA AN APPLICATION OF THE TROFLEI IN TERTIARY COMPUTING CLASSES IN TECHNICAL INSTITUTES AND POLYTECHNICS IN NEW ZEALAND THE INNOVATIVE USE AND INTEGRATION OF TECHNOLOGY TOOLS TO MOTIVATE AND ENGAGE LEARNERS IN TERTIARY EDUCATION THE EFFECTS OF COMPUTER APPLICATION ON MATHEMATICS COMPREHENSION AND ATTITUDE TOWARDS MATHEMATICS AND COMPUTER. IN THE DISINTERESTED PURSUIT OF TRUTH: THE CULTURAL ELEMENTS OF SCIENTIFIC DISCOVERY SYSTEMIC SUSTAINABILITY REPORTING IN EDUCATIONAL ESTABLISHMENTS CREATING PEDAGOGICAL THOUGHTFULNESS THROUGH AUTOETHNOGRAPHIC INQUIRY – A NARRATIVE APPROACH TO TRANSFORMING AUSTRALIAN ABORIGINAL EDUCATION

CONTINUED NEXT PAGE

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8.5

Room B5

8.6

Peter Hatherley-Greene Syed Ziaur Rahman1 Jehad Mahmood Mohamad Bani-Younis Ahmed Juma Al Riaymi Miss Asma Alkalbani Cecilia Junio-Sabio Muhammad Naeem Mohsin & Latif Ahmed Nagi Descoress Michael

Room B16 Naif Mastoor Alsulami & Peter Charles Taylor 8.7 PAPERS IN ARABIC

Ali H Al-Shuali Nassir S Al-Mazeidi Saif Al-Maamari Humaid Al-Saidi

Lecture Theatre 1

Ahmed Hamed AlRabaani

8.8 PAPERS IN ARABIC

Salim Saif Almajrfi

College Hall

Khadeja Badr Halima Al-Sadi Abdulla Ambusaidi Mohammed Al- Amri

CULTURAL BORDER CROSSINGS IN THE UNITED ARAB EMIRATES INTERNATIONALIZING THE HIGHER EDUCATION AT THE NATIONAL LEVEL TO RESPOND TO THE VARIOUS DEMANDS RISING OUT OF THE GLOBALIZATION – INNOVATIVE APPROACHES TO MEET THE REQUIREMENTS FOR SULTANATE OF OMAN BROADENING STUDENT ACCESS TO HIGHER EDUCATION IN OMAN DEVELOPMENT OF A SCALE FOR EDUCATIONAL ADMINISTRATORS FOR MEASURING ATTITUDE TOWARDS INCLUSIVE EDUCATION PRODUCTIVE HABITS OF MIND: AN APPROACH FOR MATHEMATICS TEACHERS’ PROFESSIONAL DEVELOPMENT AWAKENING SAUDI MATHEMATICS TEACHERS TO THEIR TRADITIONAL CONCEPTION OF TEACHING AND LEARNING: THE PROSPECT OF METAPHOR AS A TOOL FOR RECONCEPTUALISING SECONDARY SCHOOL STUDENTS’ KNOWLEDGE OF NUTRITION OMANI SOCIAL STUDIES TEACHERS’ BELIEFS ABOUT TEACHING IN THE LIGHTS OF THE THEORETICAL PRINCIPLES OF CONSTRUCTIVISM INTRODUCING GLOBAL DIMENSIONS IN SULTANATE OF OMAN SOCIAL STUDIES CURRICULUM FROM THE POINT VIEW OF SOCIAL STUDIES EDUCATORS THE FALLACIES OF MATHEMATICS AS AN INTRODUCTION TO TEACHING MATHEMATICS NUMBER SENSE OF CHILDREN WITH LEARNING DIFFICULTIES: A DIAGNOSTIC AND REMEDIAL STUDY THE DEVELOPMENT OF SCIENCE PROCESS SKILLS AMONG 5TH GRADE OMANI STUDENTS BY INTEGRATING SCIENCE AND ART

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KEYNOTE ABSTRACTS Keynote Presentation 1

Professor Theo Wubbels Utrecht University – The Netherlands

Sustainable teacher student relationships in science classrooms Productive, healthy and enjoyable learning environments in science classrooms heavily depend on the relationships of the teacher with his or her students. Research has shown that the quality of these relationships is a major predictor of student science achievement and attitudes. During the teaching career the student perceptions of these relationships improve in the first five years and become less positive after 20 years of experience. An analysis of the teacher student interactions from a communicative systems and interpersonal perspective helps us understand how subtle changes in teacher behaviour influence student behaviour and vice versa. Such small changes in teacher student interactions can lead in the long run to considerable improvement or deterioration of the relationships. Recent research shows how teacher student interactions in classrooms with positive teacher student relationships differ from interactions in classroom with less positive relationships. In my keynote I will review such studies and discuss what teachers can do to create and sustain positive relationships in class.

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Keynote Presentation 2

Professor Nouzha El Yacoubi University Mohammed V Rabat-Agdal, Morrocco.

Gender patterns in achievement and participation in sciences, technology and mathematics

In many developed countries where equity in education has been investigated for several years, and where there are no mean differences between boys and girls achievements upon entry to school, the gender gaps in achievement and participation in sciences, technology and more particularly in mathematics, persist. Since the 1970s, intensive research into the contributing factors to these gender differences and into relevant strategies to reduce the gap has been conducted in many countries. While, these factors are also relevant to developing countries, other factors should be considered such as negative socio- cultural attitudes, household duties of girls; gender biased curriculum, lack of moral and financial parental support, lack of self confidence among the girls, and poor performance in exams. However, in the Middle East, there is no evidence for a gender gap in mathematics performance. More interestingly, girls are now doing better than boys in mathematics and science in the region and many more girls are going on to tertiary education despite some traditional limitations to their participation. This presentation will deal with some of the reasons behind such patterns. TIMSS and PISA results will be used to show that, in the Middle East, gender differences are in favor of girls, and that when girls are provided with equal opportunity to learn, they tend to achieve better in mathematics than their male counterparts.

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Keynote Presentation 3

Professor Murad Jurdak American University of Beirut (AUB), Lebanon

The Tension between Mathematical Problem Solving in and outside school: Theoretical, Research, and Pedagogical Perspectives It is generally assumed that mathematical problem solving is a human activity enacted in the school context for academic purposes as well as for real life purposes outside school and that the engagement in mathematical problem solving in school has a significant bearing on how students apply mathematics in everyday life or the workplace. This paper compares and contrasts the activity systems of problem solving in and outside school to demonstrate that the two activity systems have different goals and hence different structures. Data from three research studies by the author and his associates will be used to demonstrate the fundamental differences between the activity of problem solving in the school and in the real life and the workplace. The implications of the tension between the two activity systems will be presented together with recommendations for bridging the gap between the two.

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OTHER PRESENTATIONS ABSTRACTS PARALLEL SESSION 1 and WORKSHOP A SUNDAY 4th NOVEMBER 12.00 PM – 1.30 PM Session 1.1

Creativity fostered teaching with special emphasis on the teaching of mathematics Cherian Thomas Higher College of Technology, Alkhuwair, Muscat, Oman “The destiny of a nation is being shaped in the class rooms of today”, the famous words of Professor Kothari is true for all times and for all nations .The development and progress of any nation directly depends upon their system of education. It provides the best key to success. How effectively and efficiently the younger generations are being trained is counted very much. We need creative and sustainable developments in all spheres. Developing creativity in the minds of the learners is the only way to attain this objective. Thus creativity has to be identified and nurtured properly. Individuals who are directly engaged in the process of education should be equipped to cope with the challenges of today. In this paper I would like to present the concept of creativity in a wider perspective beneficial to all, irrespective of their area of teaching and also share some special tips to foster creativity while teaching mathematics, based on my personal reflections as a person engaged in the teaching of mathematics for the last three decades and more.

The effects of using calculators on reducing mathematics anxiety Ali Jafarabadi

The relatively recent introduction of new technologies into the mainstream of education is accompanied by hot debates. The terms ‘technological tools’ and ‘ICT’ encompass a range of hardware and software with not necessarily the same effects on educational process and this makes the debates so outstanding and complicated. For this reason, we cannot approve a single rule for all the cases and therefore the educators are supposed to investigate the cases separately. I am willing to concentrate here mainly on calculator. As it seems, and my teaching experience also supports, there is a complex relationship between technology-aided mathematics education and mathematics anxiety; accordingly the aim of this paper is to investigate the effects of calculators on mathematics anxiety reduction in teaching and learning of secondary level mathematics.

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Enrichment and extension using ‘Real-World’ project-based learning Graham Gordon Victoria International School of Sharjah, United Arab Emirates

VISS was founded in 2007, the result of an initiative between the governments of Sharjah, (in particular His Highness Sheikh Dr. Sultan Bin Mohammed Al-Qasimi, Ruler of Sharjah) and the State of Victoria. The learning approach is based on curriculum frameworks from Victoria, characterised by innovative teaching and learning methodologies designed to assist all students to achieve their full potential. VISS promotes and practices environmental sustainability and highly values hands-on learning experiences (enabling real-life application of knowledge) to produce students who are critical thinkers, confident, reflective and responsible global citizens, capable of facing the future with resilience and optimism. VISS is a lighthouse school for improvements in all Sharjah schools. A strategic goal for the school is to enrich the curriculum, particularly creativity in Science, Technology, Engineering and Mathematics (STEM), for all students and to extend those who demonstrate potential. This presentation will explore how ‘real-world’ enrichment and extension resources can foster innovation and promote sustainability. Enrichment resources include ‘Primary Connections’, for science in grades 1 to 5, ‘Planting the Seeds of Science’, for the early years and the increased use of community resources, particularly Sharjah’s sixteen museums. Extension resources include F1 in Schools (a simulation of a Formula 1 team using CAD software), Lego robotics, Science Across the World (sharing local data on global investigations), Jason Project (linking with scientists), CREST (Creativity in Science and Technology), 60 Second Science Video Competition, GIS (Geographic Information Systems – geospatial investigations), Biomimicry and iPad STEM Apps.

Session 1.2

Effect of Learning through iPad apps on motivation and achievement of Higher Secondary Students Subhash B. Nair, Indian School Darsait High degree of reflexive abstraction as evident from studies on cognitive development through self learning is the basis of the present study. Reflexive abstraction chances better assimilation and accommodation for cognitive growth. Whether self motivated learning or teacher guided learning results in better reflexive abstraction is a perennial question which is yet to be answered. The researcher developed four iPad applications based on CBSE Class XI (Central Board of Secondary Education) Biology syllabus and NCERT (National Council for Educational Research and Training) India Text Books and standardised the lessons based on user feedback. The lessons were IsdCirculation, IsdDigestion, IsdRespiration and IsdCoordination2. A group of ten students learned these four lessons as iPad applications developed by teachers and their level of motivation and achievement were compared with that of students who learned these lessons in a conventional classroom of the Indian School 24

Darsait. Analysis of results shows that the level of motivation and achievement are significantly higher in the experimental group who used the iPad apps. Students of the experimental group and the control group were randomly drawn from among the regular students in the school. Achievement was measured using a pre-test, post-test design and the level of motivation was measured using a readiness checklist for assessment. The study recommends a speedy shift from conventional models of teaching to innovative technology based learning for better student motivation and achievement.

Is Oman ready for distance education: Business Management students’ perspective Vinay R. Gupta and Shraddha Gupta Department of Business Studies, Ibri College of Technology, India

The face of business management education is changing with the increased use of distance education technologies. There are more and more education providers shifting to distance education mode during the last decade. There are many advantages offered by learning through distance education such as, no time limitations for classes, study at own pace, no need to leave job (if employed), access to best of teachers, no geographical restrictions, reduced cost of a course program, etc. But, there are many challenges also posed by this mode of management education. Availability of band width, technical and language skills for its usage, lack of interaction with fellow students, reduced motivation level to complete the course and acceptability of distance education certifications are some of the challenges that are faced by students and educators. In this paper, the acceptability of business management education is measured among students of business management in Oman. The advantages and limitations of distance education were presented to students in the form of a questionnaire and their responses were recorded on a five point Likert scale. The responses were then analysed using ‘t’-test and Chi-Square tests to discover patterns in responses. The results revealed that there is influence of demographical factors on student acceptance of business management through distance mode besides other external factors. The results will be useful for business education providers and higher education ministry in Oman and for education bodies in other developing countries.

The effect of communication technology on Omani tradition Qaisa Rashid Al-Shibli and Maryamb Salim Al-Maskari Department of English, College of Education, Sultan Qaboos University, Oman.

This research investigates to what extent communication technology has affected Omani traditions. It explores if Omani traditions have been affected negatively by the usage of communicational technology, such as using mobile phones, or not. It highlights both globalization and culture and clarifies the relationship between them. Then, globalization is specified to the Arab World. To investigate this issue, 120 questionnaires were distributed among Omanis from different categories such as students, doctors, teachers, soldiers and so forth. The results of the questionnaires show that some Omani traditions; 25

such as, social gathering and inviting people for weddings are affected to a certain extent by using technology. They also show that individuals are worried about their traditions but they do not expect these traditions to become extinct if Omanis manage to balance between their usages of technology and practicing their traditions. It is suggested that the Ministry of Culture and Heritage raise civilians' awareness of the importance of preserving traditions in the globalization era by holding seminars and lectures for them.

Are math and science teachers authoritative? Dr. Said Aldhafri and Ms. Marwa Alrajhi College of Education, Sultan Qaboos University, Oman This study investigates math and science teachers’ teaching styles (authoritative, authoritarian and permissive) as perceived by their students. In addition, the study examines the effects of these teaching styles on students' motivation and attitudes towards mathematics and science. The three dimensions of teaching styles are defined based on two dimensions: demandingness and responsiveness. The sample will consist of 300 eighth graders who will be selected from the Muscat school district, Sultanate of Oman. To examine students' perceptions about their teachers' teaching styles, the researchers have adapted the Arabic version of the Parenting Authority Questionnaire (PAQ) (Buri, 1991; Aldhafri et al., 2009). The items were reworded to fit with the teaching items and the content of some items was modified. The new Teaching Authority Questionnaire (TAQ) consists of 30 items (with 5 point-Likert scale, ranging from strongly agree to strongly disagree). The TAQ focuses on students’ perceptions of three teaching styles: authoritative (high in demandingness and in responsiveness), authoritarian (high in demandingness and low in responsiveness) and permissive (low in demandingness and high in responsiveness). In addition, the second questionnaire will examine students' motivation and attitudes towards mathematics and science. Data will be collected in early September and regression analyses will be applied. The findings will be discussed within the Omani cultural context.

Session 1.3

Perceptions on the influence of working relationships on the quality of student teachers’ placement experience: A conglomeration of supervisors, school heads, mentors and student teachers’ views V. Munodawafa-Makuku Education Department, Bindura University of Science Education, Zimbabwe The influence of school heads, supervisors and mentors’ working relationships on the quality of student teachers’ experiences during teaching practice (TP) cannot be overemphasized. In this case study of Bindura University of Science Education (BUSE) data was collected from a purposive sample of mentors, supervisors, school heads and student teachers in three Bindura Urban High Schools of the Mashonaland Central 26

Province of Zimbabwe. A self-administered questionnaire with closed and open-ended items and interviews were employed to gather data on the determinants of existing working relationships among stakeholders and how they impacted on the quality of students’ TP experiences. Closed items were run on SPSS Version 17 to get descriptive statistics. Qualitative data were coded and grouped into emerging themes that were later on analyzed and interpreted to get their underlying meanings and implications in conjunction with descriptive statistics. The mentor emerged to be a key player such that mentor professionalism is a critical component that determines the make or break phase of a student teacher. A collaborative environment among the above mentioned stakeholders enhances the quality of students’ TP experiences. School heads and mentors emphasized the need for motivation through incentives and staff development, which could result in better quality TP exercises.

Eva-CBTM: A survey of internet based platforms for learning and practicing mathematics Martin Stein Institute for mathematics education and education in computer science, Westfälische Wilhelms-Universität Münster, Germany

During the last years, a multitude of web-based computer assisted systems for learning mathematics have been developed; khanacademy.org, aleks.com and bettermarks.de are some examples. Eva-CBTM (Evaluation of Computer Based Platforms for Training in Mathematics) makes a complete survey of all such platforms (German or English as language). To do so, an evaluation scheme has been developed, which assesses the help system, system structure and other features. In my presentation I present the complex evaluation system. A significant number of learning platforms will be compared using this assessment system.

Omani teachers’ perceptions of science teachers’ characteristics according to overall quality standards Nawar Alrawahi Aldhakhelia School District, Ministry of Education, Sultanate of Oman Said Aldhafri Psychology Department, College of Education, Sultan Qaboos University The current study aims to investigate teachers’ perceptions of the characteristics of science teachers according to overall quality standards. Because of the importance of investigating quality for education system of any country, the study will examine quality standards needed for Omani science teachers. Quality standards can be defined as the components and goals that control the quality investigation. These standards have been integrated into industry and commerce in the last decade of the 20 th century and then 27

became crucial in evaluating the quality of education. The study sample will consist of 200 female science teachers from three different districts in Oman (Al-Dhakelia, Muscat and South Al-Batinah). To answer the main question of the study related to teachers’ perceptions of the characteristics of science teachers according to overall quality standards, the researchers will use an existing teacher survey of overall quality standards (Balgon, 2007). The survey is divided into four main dimensions: teachers’ personality characteristics, students’ classroom interaction, classroom management and teaching activities. The survey will be distributed to arbitrators to check for its validity. Its reliability will be examined through a pilot sample. Data collection will take place late September by visiting schools in the three aforementioned districts. Means and standard deviations will be calculated and appropriate statistics will be applied.

Western Australian Science Teachers’ Perspectives of Climate Change Vaille Dawson and Katherine Carson Curtin University, Perth, WA

Climate change and its effects are likely to present challenging problems for future generations of young people. It is increasingly important for students to understand the mechanisms and consequences of climate change. If students are to develop a sophisticated understanding then science teachers need to be well-informed about climate change science. In this pilot study, 40 teachers and over 400 Year 9/10 (14-15 year old) students from 15 Western Australian schools were surveyed about their views of the importance of climate change science. Teachers and students also responded to questions to ascertain their understanding of climate change science, and the challenges and consequences of climate change. Preliminary findings indicate that these teachers have a sound understanding of climate change science, recognising the importance of the greenhouse effect for life and the relationship between greenhouse effect and temperature. However a proportion of teachers do not teach any climate change science. In this presentation, the findings from the teachers are reported along with implications for pre-service and in-service teacher education and curriculum development.

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Session 1.4

Transforming Cultural Landscapes of Science/Mathematics/Technology Education for a Sustainable Future: An International Symposium Peter Charles Taylor Curtin University, Australia Ken Kawasaki Kochi University of Technology, Japan Emilia Z. de Afonso Nhalevilo Center for Mozambican Studies and Ethnoscience, Mozambique Alberto Cupane Universite Pedagogica, Mozambique Hisashi Otsuji Mito University, Japan Marianne Mclaughlin Curtin University, Australia A major challenge facing science/maths/technology educators in the 21st Century is to prepare future generations with appropriate knowledge, skills and values to live sustainably on planet Earth. Sustainability has been a key focus of the United Nations for a decade, initiated by the Brundtland Report which advocated that in meeting the needs of the present we do not compromise the ability of future generations to meet their needs. The recent Rio+ 20 UN conference on sustainable development ratified this view. Given recent IPCC reports calling for urgent action to resolve near catastrophic human-induced climate change and the obduracy of industrialised nations to respond, it is time to reach beyond the modern Eurocentric worldview to non-Western wisdom traditions. This international symposium will address innovative research on education for cultural sustainability and provide a forum for exchange of ideas across cultural borders. Peter Taylor will outline a professional development model of transformative learning for developing higher-order sustainability skills. Ken Kawasaki will outline a languagebased model of science education as ‘worldview education’. Emilia Afonso will outline a model of culturally contextualised science education for multicultural Mozambique. Alberto Cupane will share his experience of transforming his cultural identity from a tribal indigene to a global citizen. Hisashi Otsuji will outline a model of Buddhist inspired science teacher education for Japan. Bal Chandra Luitel will outline a hybrid model of culturally contextualised mathematics education for the 124 living cultures of Nepal. Symposium participants will benefit from attending panel members’ earlier paper presentations.

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Session 1.5 (ARABIC)

Investigating elementary teachers’ mathematical knowledge for teaching the concepts of geometry Khaled S. Ben-Motreb and Misfer S. Al-Salouli The Excellence Center of Science and Mathematics Education, King Saudi University, Saudi Arabia

International comparative studies such as (TIMSS) for 2003/2007 demonstrated the poor performance of Saudi students in mathematics. In order to improve elementary-grade mathematics teachers' instruction practice, it is essential to know the nature of mathematics knowledge for teaching. This study is a part of a national project that investigates mathematics knowledge for teaching possessed by Saudi mathematics teachers. The study explores the teachers’ knowledge of geometry, which is an important component of mathematics curriculum. The research project utilizes both the theoretical framework of teachers’ knowledge as prescribed by (Shulman, 1986 & 1987) and the measures of Mathematics Knowledge for Teaching (MKT) developed in the University of Michigan. Therefore, this study aims to answer the following questions: 1. What Mathematics Content Knowledge for Teaching do Saudi elementary teachers possess for teaching geometry? 2. What are the factors that affect the Mathematics Content Knowledge for Teaching? 3. What are the challenges in using the adapted MKT framework and measures in studying Saudi elementary teachers’ knowledge? The stratified random sample method was utilized to select a sample of 200 teachers of mathematics across the Kingdom. A translated version from the (MKT), piloted for validity and reliability, will be used to measure the Saudi elementary teachers' mathematics knowledge for teaching geometry. The findings of this study should be useful in testing the general applicability of research into MKT in different contexts, such as that of Saudi Arabia. In turn, this might assist in constructing an improved theoretical conceptualization of the topic. In addition, by learning more about what knowledge Saudi teachers need when teaching, and about what knowledge teachers possess, teachers themselves, policymakers and teacher educators can attempt to bridge the gap between what is known and what needs to be known.

Measuring 10th grade Omani students level of inquiry skills and its relationship with logical thinking abilities Muna Al-Afifi Ministry of Education, Oman Abdulla Ambusaidi Sultan Qaboos University, Oman Inquiry is the central teaching approach in science teaching. It has many advantages that students gain when their teachers use such an approach. However, even though most teachers believe in the importance of inquiry in science teaching and try their best to conduct it in effective ways, some studies show that students did not reach the accepted 30

level in acquiring the inquiry skills. There are many factors behind this and one of them is students' possession of logical thinking abilities. The current study is aimed to investigate Omani 10th grade students' level of inquiry skills, their level of logical thinking abilities and finally to find out the relationship between inquiry skills and logical thinking abilities. In order to achieve the study aims, two tests will be used. The first one is an inquiry skills test which will measure students' levels in four inquiry skills according to the Omani educational aims for grade 10 and other international science education benchmarks such as National Science Education Standards in the US. The second one will be the Logical Thinking Test that was used and modified for Omani context by Al-Hadhrami (2011). The target sample will be male and female 10th grade students' and they will be chosen randomly from Basic Education schools in Muscat governorate in Oman. The results of the study will be used to propose recommendations and suggestions for teachers and other decision makers.

Omani teachers’ perception of use of mobile learning in education Ali H Al-Shuaili and Amal H Al-Shukaili Sultan Qaboos University, Oman

The use of mobile devices with wireless technology allows access of learning information from anywhere and anytime and will dramatically alter the way of learning. This paper is attempting to determine Omani teachers’ perceptions about the effects, uses and application of m-learning in education. For the purpose of the study, a proper research instrument shall be developed by the researchers. Validity will be assured through a panel of experts, wheras the reliability is to be estimated by Cronbach alpha coefficients. According to the anticipated findings, the researchers will draw relevant recommendations and suggest further related studies.

WORKSHOP A.1

USING STUDENT PERCEPTIONS TO IMPROVE CLASSROOM LEARNING ENVIRONMENTS David Henderson Rossmoyne Senior High School and Curtin University, Western Australia This workshop is aimed at classroom teachers and focuses on the use of two questionnaires which are used to measure students’ perceptions of aspects of their learning environment. The two questionnaires, the Constructivist-Oriented Learning Environment Survey (COLES) and the Questionnaire on Teacher Interaction (QTI) do not have a subject-specific focus and are therefore applicable in science, mathematics and technology classrooms. The workshop will detail ways by which the questionnaires can be used as a means of assessing classroom learning environments and the data used as a focus for improvement. Each questionnaire measures students’ perceptions of their actual learning environment and the environment ideally liked or preferred. Teachers are then able to use these data to design and implement intervention strategies aimed to increase 31

congruence between actual and preferred perceptions with the objective of maximising students’ cognitive and attitudinal outcomes. Use of the questionnaires and ways of interpreting the data and acting on the findings will be discussed, as will the potential of the questionnaires to be used for ongoing professional development, both by individual teachers and at whole-school level. Teachers will be able to assess their own perceptions of their classroom learning environment using a teacher version of the QTI which will help participants focus on the mechanics of responding to such a questionnaire and interpreting the data generated. Workshop participants will have access to both printed and electronic copies of the questionnaires and offered support in the interpretation of the data from their own classroom studies.

WORKSHOP A.2

Workshop: Action / Practitioner Research Gregor Lomos

The location of action research within a ‘continuum’ of overarching research paradigms will be explored looking for elements of congruence and dissonance. This location will then be explored in terms of what types of research subjects might respond to an action research approach. Action research will then be examined as both a specific type of research with the aim of creating some ‘immediate’ change (hopefully an ‘improvement’) in aspects of a situation under consideration, and the extent to which it can be seen as individual practitioner-based research. Three examples will be presented as starters for discussion: a country-wide research project investigating school advisors’ interactions with teachers; a local research project where primary teachers identified aspects of their individual practice for examination, and a secondary teacher who systematically collected data on his teaching practice, reflected upon it and adjusted some practices accordingly. Issues relating to the types and nature of data that might be collected, appropriate forms of analysis, and the ‘ownership’ of findings and willingness to act on them will be explored.

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WORKSHOP A.3 (ARABIC)

Productive Pedagogies as framework for quality teaching (Workshop) Khoula Zahir Alhosni [email protected]

Productive Pedagogy is a framework for enhancing the quality of teaching and students' learning. The four dimensions of Productive Pedagogy: intellectual quality, supportive classroom environment, connectedness, and working and valuing difference provide an index of quality teaching and students’ learning and can be used to help teachers reflecting on their classroom practices and generating professional development dialogue. This workshop aims to introduce Productive Pedagogies framework to a group of Omani teachers who will attend the 7th International Conference on Science, Mathematics & Technology Education. Introducing Productive Pedagogies within this workshop is supposed to be conducted in three main sessions:  Session one: introduction to Productive Pedagogies framework (15 minutes).  Session two: the value of Productive Pedagogies for school teachers. (15 minutes).  Session three: Productive Pedagogies in action: Omani mathematics teachers’ experience. (30 minutes)  Session four: Using Productive Pedagogies in teaching mathematics: examples of mathematics lessons that explicit Productive Pedagogies (15 minutes)  Session five: Discussion (15 minutes) Within these workshop sessions, the participants will be grouped in order to offer opportunities to share ideas and work on collaborated - group activities.

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WORKSHOP B SUNDAY 4th NOVEMBER 2.30 PM – 4.00 PM

Workshop B.1

DEMONSTRATION OF MULTICOLLINEARITY IN MULTIPLE LINEAR REGRESSION by EDUARDO M. LACAP, JR., Ph. D. Higher College of Technology, Muscat OMAN [email protected] +96898227068 ROLANDO R. ONILONGO, MAT University of Nizwa, Nizwa, OMAN +96896203840/25446276 Concept Paper: Educational researches mostly delivered exploratory analysis hoping to develop a model that will best fit to explain the phenomenon existing between the dependent and independent variables under study. In practice, however, the assumption of mathematical independency between explanatory variables has been “misconceptualized” or “ignored” leading to imprecise and unacceptable estimate behaviors. This workshop will explore this feature of “near” linear dependency among independent variables, known as multicollinearity together with its salient characteristic and diagnostic procedure using Ballentine Venn Diagram. Implications of its existence would be given priority by using two simulated data sets purposively generated. One set with mutually independent regressors and the other data set with data contamination resulting to collinearity among regressors. Software Needed: Microst Excel 2010. Target Participants: All participants who are already familiar with multiple linear regression. Estimated Duration: 40 minutes discussion, 40 minutes workshop Keyword: Fourier Basis Regression, Multicollinearity, Educational Research, Tikhonov Regularization, Ballentine Venn Diagram

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Workshop B.2

Use of Digital Technologies for Distance Education Programs in Chemical Engineering A/Prof Hari Vuthaluru Department of Chemical Engineering Curtin University, Perth

Curtin Chemical Engineering Department has been offering distance education/online courses providing alternative educational opportunities and pathways to those who cannot physically attend university. In particular, this mode of education is most sought after approach by the industrial personnel wherein non-chemical engineers can appreciate the basic unit operations and enhance their level of understanding while dealing with chemical plant operations. The purpose of this workshop is to show how digital technologies have affected distance learning pedagogy, and highlight the role of technology in minimising the gap between face-to-face teaching and online teaching. More specifically this case study addresses the history of distance learning, course structure and four specific areas where digital tools are applied (assessment, new patterns of interaction including Collaborate live interactive tutorials and most importantly, internet based experimental activities and virtual reality industrial plants for remote learning). Demonstration of internet based experimental activity will be carried out using interactive Collaborate session with the participants. These representative learning technologies are expected to pave the way for formulating and addressing the needs of contemporary and future higher education programs in Engineering and Science faculties.

Workshop B.3

DEVELOPING CONJECTURES ON HOW TO DERIVE FORMULAE FOR TOTAL SURFACE AREAS OF PLATONIC SOLIDS SIBAWU WITNESS SIYEPU CAPE PENINSULA UNIVERSITY OF TECHNOLOGY [email protected]

The South African Curriculum and Assessment Policy Statement (CAPS) ( 2010) proposes introduction of mensuration that deals with the calculation of volumes and total surface areas of shapes made by combining prisms and pyramids, cylinders, hemispheres and cones to form more complex solids. My analysis is that learners should be taught regular solids first before they are engaged in combination of different solids. Therefore that necessitates introduction of Platonic solids prior the teaching of other solids such as combining prisms and pyramids as the traditional old principle proposes a movement from simple to complex. In geometry a Platonic solid is a convex polyhedron that is regular. Specifically, the faces of a Platonic solid are congruent regular polygons, with the same number of faces meeting at each vertex; thus, all its edges are congruent, as are its vertices and angles.

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Workshop B.4

Workshop on Revitalizing Algebra Through Connecting Representations Diane Resek, San Francisco State University, United States, [email protected] The Revitalizing Algebra project created a new course, REAL Algebra, which covers beginning high school algebra for university students who have failed a mathematics entrance examination. Before taking the exam, all students had succeeded in year-long high school courses in beginning algebra, geometry, and intermediate algebra. The purpose of REAL algebra is to prepare students for a one-semester course in intermediate algebra, followed by a university course in calculus or statistics. A key strategy in the new course is to emphasize a few important concepts, letting the students, through instructor facilitated group work, develop subordinate procedures. One of the important concepts is the connections between different representations, (graphs, tables, symbols, and situations), of linear and quadratic functions. During the workshop participants will work through activities that are part of the course. The activities are meant to engage students’ interest and to compel them to explore ideas in depth. In particular, participants will experience how students build strong connections between situations and the other representations. Then they will see how students construct their own procedure for solving simultaneous equations by building on these connections. They will also see activities to build strong connections between graphs and equations. At the end of the session there will be a brief explanation of the challenges of teaching using this approach.

Workshop B.5

Motivating and engaging students to make dramatic gains in learning Cecile Hoods Pacific Adventist University Curtin University How does one integrate innovation and creativity into the classroom? More and more technology is integrated into the education systems around the world to transform education, while other educational tools are being neglected. With abundant clarity, however, a large body of researchers argues that technology alone does not motivate and engage learners (Bullen, 2009, Bullen, Morgan & Qayyum, 2011; Czerniewicz & Brown, 2010). During this workshop, a range of educational tools including field trips, action observation, case studies and group work will be used to demonstrate how students can be motivated and engaged to make dramatic gains in learning.

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Workshop B.6

Planning for Language Focused Strategies in the Mathematics Classroom Dr Lynette McClellan Curtin University

Abstract The use of language focused strategies can facilitates diagnosis of misconceptions as well as enhancing learning, providing for deep understanding and empowering students to share reflections of their own thought processes. A teacher with a raised awareness of the benefits of oral language focused strategies will reflect on that impact, understanding how they can impact on the choice of ‘teaching/learning’ strategies employed in the classroom and may plan for more effective learning. That same teacher may also have a greater awareness of what students are telling them when those students provide oral feedback about their learning. This workshop session will commence with sharing a recent experience in a Year 9 Algebra lesson where student responses demonstrated a lack of understanding and a misunderstanding of two fundamental algebraic concepts. Through a discussion of my observations, making explicit some of the findings from my research and providing practical models of language focused strategies participants will be invited to share experiences they have had with students and language. Participants will then have the opportunity to choose a concept they could introduce to students. Then working in small groups participants will plan how this might happen.

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Workshop B.7 (Arabic)

Effective teaching by problem-solving Nasser Ali Al-Jahwari College of Applied Sciences in Rustaq, Ministry of Higher Education, Sultanate of Oman.

General theme: teaching strategies. For people: Practitioners. Language: The Arabic language. Total time: 80 Minuts.* Sides of Worksheet: First Side: Theoretical, (25 Minuts), Includes sub-headings: Concept: effective teaching and problem solving, Solving Problems in life, Solve Problems: Circle Thinking (Sternberg) and Creative Problem Solving (TRIZ). Second Side: Practical, (40 Minuts), examples and applications for Science teaching (Curriculums of Omani Science) according the: Circle Thinking (Sternberg), and Creative Problem Solving (TRIZ). * (15 Minuts for discussions).

Workshop B.8

USING STUDENT PERCEPTIONS TO IMPROVE CLASSROOM LEARNING ENVIRONMENTS David Henderson Rossmoyne Senior High School and Curtin University, Western Australia This workshop is aimed at classroom teachers and focuses on the use of two questionnaires which are used to measure students’ perceptions of aspects of their learning environment. The two questionnaires, the Constructivist-Oriented Learning Environment Survey (COLES) and the Questionnaire on Teacher Interaction (QTI) do not have a subject-specific focus and are therefore applicable in science, mathematics and technology classrooms. The workshop will detail ways by which the questionnaires can be used as a means of assessing classroom learning environments and the data used as a focus for improvement. Each questionnaire measures students’ perceptions of their actual learning environment and the environment ideally liked or preferred. Teachers are then able to use these data to design and implement intervention strategies aimed to increase congruence between actual and preferred perceptions with the objective of maximising students’ cognitive and attitudinal outcomes. Use of the questionnaires and ways of interpreting the data and acting on the findings will be discussed, as will the potential of the questionnaires to be used for 38

ongoing professional development, both by individual teachers and at whole-school level. Teachers will be able to assess their own perceptions of their classroom learning environment using a teacher version of the QTI which will help participants focus on the mechanics of responding to such a questionnaire and interpreting the data generated. Workshop participants will have access to both printed and electronic copies of the questionnaires and offered support in the interpretation of the data from their own classroom studies.

PARALLEL SESSION 2 MONDAY 5th NOVEMBER 10.30 AM – 11.30 AM Session 2.1

Mathematics student and/or social activist? Young Arab women and social justice pedagogy Mohammed Goma Tanko Higher Colleges of Technology, United Arab Emirates Bill Atweh Curtin University, Australia

This paper outlines an approach to teaching Practical Numeracy through Social Justice Pedagogy with a group of young Middle Eastern Muslim women, traditionally perceived as socially invisible and passive. There were 20 participants in this research, with ages ranging from 16-36 years. The findings indicate that students have developed a sense of agency in their ability to read and write the world with mathematics. In addition, the findings show that, like their counterparts in the West, these students are also interested in social justice issues. This is particularly significant because of the current ongoing Arab Spring in the Middle East. This study has implications for educators and policy makers who aim to provide deep mathematical and transformative learning experiences for students.

Students’ perceptions on the effect of productive pedagogies for reforming mathematics classroom practice in Nigerian secondary schools Bature Iliya Joseph and Bill Atweh Curtin University, Australia Productive pedagogies is a new mathematics classroom concept in Nigerian schools. Its introduction to mathematics classroom practice could bring the turnaround in the dwindling mathematics achievement and the general mathematics phobia that had pervaded the Nigerian educational system which had led to negative attitude of both mathematics teachers and their students to mathematics in Nigeria. This had also lead to the mass failure of students in the senior secondary school examination. This has also become a threat to the science and technological development in Nigeria as students now dreaded mathematics and mathematics related disciplines in not just the secondary schools but in our higher institutions. The purpose of this paper is to investigate the perception of senior secondary school mathematics students 39

on the effect of the introduction of productive pedagogies in their mathematics classroom practice. This study adopted the action research strategy in finding data for the study. Six senior secondary school students were trained together with four mathematics teachers on the concept of productive pedagogies and its implementation in the mathematics classroom. The teachers taught the class mathematics for a period of one term (September to December) in one secondary school in Bauchi Metropolis Bauchi state Nigeria. The result of the study reveals that there was a positive change in students’ attitude, interest and engagement in mathematics when productive pedagogies framework was introduced during mathematics classroom practice.

Innovative Pedagogies for Pre-service Teachers in Mathematics Education Khalid Alsharif King Saud University, Saudi Arabia [email protected]

Bill Atweh Curtin University, Australia [email protected]

This paper reports on a study that aimed to introduce the Productive Pedagogies framework to a group of final year pre-service teachers at a teacher education college in Saudi Arabia. It investigated the incorporation of the Productive Pedagogies framework within a teachers’ preservice unit in mathematics education, examining the pre-service teachers’ understanding, attitudes towards, and their ability to implement it in their field experience. Productive Pedagogies is a framework for reflection on teaching that aims at improving student’s intellectual reasoning, make school teaching and learning more connected to students’ everyday lives, and address the concerns of equity support that students need. In particular, the discussion in this paper focuses on how the use of the framework has brought about obvious improvements to teaching practices. The paper describes teaching through the framework to pre-service teachers. The discussion here concentrates on how the framework has helped to shift from traditional teaching toward intellectual quality; linked the lesson to the world beyond the classroom; built a supportive classroom environment and valued the difference.

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Session 2.2

The psychometric characteristics of the mathematics test (level 3) of the Wide Range Achievement Test )WRAT) in a sample of the public schools students in Ajlune County Mohareb Ali Alsmadi and Reema Ali Fayez Zawahreh AlBalqa Applied University

This study aimed to find out the psychometric characteristics of the mathematics test (level 3) of the Wide Range Achievement Test (WRAT) for the 5th, 6th and 7th class public school students in Ajloun estate in Jordan. The sample in this study consisted of 900 students of the 5th, 6th and 7th class (10-12 years old) in the second semester of the year 2010/ 2011, where the numbers are 306, 320, and 274 respectively. To answer the questions of the study, the instrument items have been translated, and judged by a group of specialists. The instrument included 40 items (i.e. 15 concepts, 9 problem solving, and 16 mathematical computations). The raw score for each student was calculated by summing the right answers to the test items, they have been applied on the exploratory sample to ensure the clarity of the instructions and items and to find out the validity coefficient the criterion validity coefficient (0.415) in general and (0.57, 0.28, 0.25) for the 5th, 6th and 7th grade respectively. Results showed that difficulty coefficient of the items were (0.53 - 0.67) for the 5th grade (0.55 - 0.84) for the 6th and (0.67 - 0.88) for the 7th grade. The results also showed that the discrimination indices coefficient ranges between (0.317 - 0.572) for the 5th grade, (0.267 - 0.502) for the 6th grade and (0.188 0.464) for the 7th grade, therefore, all of them have a positive moderate value and an acceptable distinctive ability. The reliability coefficient of internal consistency CronbachAlfa formula was (0.87) and (0.87, 0.87, 0.82) respectively for the three grades. Thus the instrument showed a good level of reliability. The results also showed that there are no statistically significant differences (α = 0.05) referred to sex based on (t) value (0.743) and at the significant level (0.463). The study recommended to conduct studies to derivate the psychometrical characteristics to measure the WRAT measurement from other levels than those included in this study.

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Factors influencing grade 6 pupil achievement in mathematics in Mozambique Carlos Lauchande and Alberto Cupane Universidade Pedagógica, Mozambique

Mozambican pupil performance declined significantly from 2000 to 2007. Among the countries participating in Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) studies, Mozambique was one of the countries that registered a substantial decline in mathematics achievement. This paper presents part of the results from a secondary data analysis of SACMEQ data that analyses factors associated with school effectiveness in Mozambique. The research question addressed here is, What are the main factors, at school level, that may explain the variance within Mozambican pupil mathematic achievement data from SACMEQII-2000, in comparison with data from SACMEQIII-2007?. Path analysis and Hierarchical linear modelling were applied to explore similarities and differences among factors, at school and pupil level, associated with pupil mathematic achievement data from SACMEQII-2000 when compared with data from SACMEQIII-2007. The paper starts with a review of School Effectiveness Research (SER) in developing countries, to understand the potential factors influencing pupil’s achievement in the discussed context, followed by a section outlining the research design that guided the study. The results suggested that for both SACMEQII and SACMEQIII, the variance between schools is bigger than the pupil-level variance. However school-level model showed more differences than similarities between SACMEQII and SACMEQIII while pupil-level model (model with only pupil-level factors) shows more similarities than differences. Moreover poverty trends between regions, seems to be one of the plausible factors explaining the variation of pupil performance.

Importance of academic support services: An assessment from students in Oman Cecilia Junio-Sabio and Rizwan Ahmed Gulf College, Oman This research paper determines the Gulf College’s students’ assessment on the importance of academic support services. A self-made validated questionnaire with Likert scales was used to measure students’ assessment on the importance of the following academic support services: (1) registration and admission services, (2) library services, (3) information and learning technology services, (4) academic advising, (5) student learning support services, and (6) teaching resources. Descriptive statistics was used, particularly weighted mean to get the overall assessment on academic support services. Sloven’s formula of getting the sample size was utilized to delimit the population size. Simple random sampling was utilized to give the population an equal chance of being selected. The findings revealed that generally, students find the academic support services being provided by Gulf College to be important. All of the six (6) academic support services areas specified above were rated to be important by the 42

students. Given the result of the survey conducted, it implies that higher education institution (HEI) should really give emphasis on improving the provision of their academic support services as the benefit redounds to student’s development. Keywords: academic services, support services, student support services, student affairs

Session 2.3

Friend and non-friend groups’ interaction in a collaborative mathematical classroom Shahzada Qaisar University of Education Lahore, Pakistan I examine how students’ discourse that emerges during Collaborative Group Work (CGW) contributes to the ways that students make sense in joint mathematical activity and gain knowledge from social interaction. It is assumed that placing friends into groups can allow the teachers to use their relations for potentially productive collaboration. My focus is how the relation of individuals affects CGW and review the impact of social relationships on the students’ discourse during CGW. It is evaluated through the indirect evidence of its effects on students’ interactions. I examine the type of discourse, either disputational, cumulative or exploratory which emerged with the interaction of friend/non-friend group work. An exploratory discourse enables meaning and knowledge to be constructed, and the evaluation is based on the assumption that groups/pairs that bring about exploratory interaction are productive. For this I am taking three examples from the larger data set. The first example is the pair work between two non-friend participants. The second and third examples depict the pair work between friend groups. The result shows that friendship relationships have an influence on the students’ collaborative work within groups and may be an important factor to enhance students’ cognitive development during CGW.

Learning as a process and a product: An empirical approach Asma Almahrouqi Occupational Standards and Testing Centre, Sultanate of Oman Learning is not a destination but a journey, and with this perspective in mind the ‘process’ in examining learning is viewed as important as the ‘product’. However, such an approach offers challenges as well as opportunities. This paper discusses how to put this theoretical perspective into practice and what a methodological approach and research strategies can be used. It is based on an empirical study (Almahrouqi, 2010) that explored the nature of classroom talk in relation to both teaching and learning. One of the study’s aims was to fill the research gap of evidence on the impact of classroom talk on student learning. In doing so, it proposed the approach of assessing both the process and product of learning. Discourse analysis was implemented to probe learning as a process, while for learning as a 43

product bubble dialogue and focus group strategies were used. These strategies proved to be effective in following the developing understanding of the students as they progressed through the lessons and their learning outcomes at the end of the lessons. They also provided quantitative and qualitative evidence on how the quality of teacher-student interactions impacted upon various features of learning.

Team-based inquiry learning Fatheya Al Ahmadi Abu Dhabi Education Council Paul Lowe Curtin University, Australia

Educators often cite student-centered learning as a desirable classroom environment. This presentation highlights some strategies on ‘how’ this can be achieved and progress to date. The establishment of effective learning teams using appropriate protocols is a key to improved attitudes and a more effective learning environment. Student selected teams of three have been shown to be the most effective, its easy for all team members to engage and since the students are often of similar ability, differentiated learning is easy. Guided inquiry questions that are ‘rich’, relevant, engaging and appropriate to the learner and their culture helps to engage the students. These strategies have been demonstrated to be effective in regular classrooms regardless of the ability level of the students. Intellectual engagement, deep thinking skills, independent learning and cooperation are encouraged. The shift in pedagogy from teacher-centered learning to student-centered learning in teams is a big change and careful structuring of the inquiry, the ‘gradual release’ model has made it easier for teachers, students and parents to make the changes. There has been some excellent uptake even in the exam based senior school once the initial apprehension was worked through. Assessment for learning as an ongong process supports skill development. Good communication with teachers’ parents and school management is vital if this is to be successful. The students themselves are driving this as they are enjoying the new learning environment.

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Session 2.4

Using Moodle in Coordination of Large Size Courses Shamil Makhmutov and Marina Makhmutova Sultan Qaboos University, Oman

Mathematics is a subject which is offered in almost colleges and often starting from the first year. In comparison with other disciplines, teaching of basic mathematical courses is not costly (in a sense of equipment such as labs) and it is conservative. Many lecturers prefer to use a blackboard or whiteboard and lecture notes. It’s useless to speed up lectures or to give a lot of material without practice, especially in basic courses with large amounts of students (600-1000 students per course). We would like to discuss this matter in our talk, which is based on our experience of teaching and coordination of precalculus using Moodle (a Learning Management System) and without it. Using Moodle properly we can keep in contact with our students out of the classroom; post current information, practice problems, tasks and solutions; post links on extra internet resources and dictionaries; provide access to past exams and tests and questions for self-control; and arrange online quizzes. There is an opinion that it is important to post videos of lectures and lecture notes on Moodle. We believe that student attendance in regular low level courses is very important as well as learning how to write lecture notes. Also, all students have standard textbooks. Videos of lectures given by famous scientists, a fragment of experimentation, and lecture notes are very important for high level courses, like MSc courses.

Technology and the significant structural changes that lead to transformation of the tertiary education landscape in New Zealand in the 2000s Cecile Hoods Curtin University, Australia More and more technology is integrated into the education systems around the world to transform education. Nonetheless, with abundant clarity, a large body of researchers argue that technology alone does not make a difference to a learner’s learning environment (Bullen, 2009, Bullen, Morgan & Qayyum, 2011; Czerniewicz & Brown, 2010). However, debates around technology which includes the extent to which is used, the fads in technology that come and go at significant cost to the education sector (Maddux and Cummings, 2004) and polarization models (Feeney, 2005; Prensky, 2001a, b) in education continues. This paper highlights and interrogates the pervasive changes to the New Zealand education landscape during the 2000s. The impacting changes include: funding model changes; ushering in of new terminology; significant changes to the classroom learning environment; the diversion of much needed classroom education dollars into newly established organizations; and the ushering in of the 2006-2007 New Zealand Ministry of education model. This model places the learner at the centre together with the word ‘quality assured’, surrounded by broad band, learner identification, open 45

standards and security. The term ‘teacher’ is changed to educator. Furthermore, the model confirms the polarization model of first differentiating between technology natives and technology immigrants (Prensky, 2001a & b) and thereafter relegating the teacher to a position outside the classroom learning environment at the same level as web services, heritage institutions and libraries.

Session 2.5

Gender discrimination and educational gap (A study based on a tribal village in Jorhat District, Assam, India) Archana Bhattacharjee Department of English, Kakojan College, Jorhat, Assam The Preamble of the Constitution of India pledges “Equality of status and Opportunities to all citizens of India”. The notion of equality of educational opportunity is closely interlinked with economic development of the society. For economic progress of the society it is not enough if education is assessable to all, but should also be equally distributed. But various factors such as powerful and deep-rooted cultural forces, outdated value-system and gender discriminations create obstacles in the way of women’s access to education and in turn national development. Education can liberate women from their own psychological and sociological hurdles which will in turn contribute to the removal of their dependency, obstruction and weakness. If this happen, the status of women in society will be elevated and they can be equal and effective partners of national development and social transformation. Thus Empowerment functions must be achieved by education. This paper makes an attempt to see what factors have prevented tribal women living in a rural area of Assam in bridging educational gap and removing gender inequality and thereby making empowerment of women a conceptual reality.

Gender disparity in mathematics achievement among the rural and urban high school students in Pakistan Intzar Hussain Butt University of Education, Lahore, Pakistan The Millennium Development Goals require all the nations to eradicate gender disparity at all levels of education by year 2015. Pakistan is far from attaining the target even at the school level. This study took a step forward and explored the gender disparity in high school mathematics achievement in the rural and urban areas of the Province of Punjab, Pakistan. The sample for the study consists of 22,824 boys and 23,796 girls from rural schools, and 18,805 boys and 21,905 girls from urban schools. In all, there are 957 rural schools and 596 urban schools. The data is analyzed by using correlation analysis, univariate ANOVA and multiple regression analysis techniques. It is revealed that the boys performed, on average, significantly higher than girls on mathematics achievement. 46

It is also evident that students from urban schools significantly outperformed their counterparts. The effect of gender and school location was found to be independent of each other.

Social development of female students of public sector schools at secondary level in Faisalabad (Pakistan) Muhammad Asif Malik Department of Education, GC University Faisalabad, Pakistan

The purpose of this study was to examine the social development of female students at secondary school level in Faisalabad being the metropolis city in Pakistan. Six factors of social development were studied which included positive relationships, playing, speaking ability, school friends, participation in activities and the classroom. This study was descriptive as well as inferential in nature and utilized a survey technique. The data were collected from a sample of 120 female students of secondary schools selected through simple random sampling technique (fish bowl method). Keeping in view the local scenario, the research scale was developed in the light of an extensive related literature review. Research scale was validated by field experts and the reliability index was confirmed through Cronbach Alpha (α) at 0.69. The research scale was personally administered by the researcher to ensure the high rate of return. The data were analysed using descriptive and inferential statistics. The results showed that the mean score of female students at secondary school level in Faisalabad, Pakistan was high regarding school friends while the mean score on speaking ability was found low as compared to other factors of social development.

Session 2.6

The validation and application of the MOBLEI: The effects of gender and age on actual and preferred perceptions Sarah Snell and Catherine Snell-Siddle Universal College of Learning, New Zealand Darrell Fisher Curtin University, Perth, Australia

Tertiary education practitioners are realising that integrating technology into programme delivery is an essential method of engaging and interacting with today’s learners. In particular, the integration of mobile technologies enables students and teachers to more easily share information, communicate, co-ordinate projects and ideas in less formal ways than in the past. From 2009 to 2011, a study was conducted at a New Zealand tertiary institution using mobile phones to deliver supplementary learning material, assessment reminders, and study tips to tertiary students. This paper will describe the results of this study which has investigated what sort of learning environment is created by the use of mobile tools, if the learning environment can be enhanced through the use 47

of mobile technologies in order to enrich the student learning experience and if these experiences differ based on gender and age. This has been carried out by developing, validating and applying a Mobile Enhanced Learning Environment Instrument (MOBLEI) which was based on the modification of the existing Web-based Learning Environment Instrument (WEBLEI). The gender results showed that there were no differences in perceptions between males and females, with preferred perceptions differing slightly for females. Analyses of the age results showed that the younger age group had a more positive attitude toward the use of technology.

The relationship between levels of education and perceptions of physical environmental effects of Qat among Yemeni society Mohammed Esmail Dael Al-absi Faculty of Education, Sana’a University, Yemen

The study investigated the views and perception of Yemeni society about the Physical Environmental effects of Qat in Yemen. A self-designed questionnaire was used for collection of their views. The participants of the study comprised 2073 respondents of different level of education from Taiz town selected across different working places in the three main Districts: Salah, Almothafar, Alkahera. Results clearly revealed that the majority of the respondents appreciate Physical Environmental effects of Qat in Yemen. The study also shows a gender gap in Women participation in perception of Yemeni society to Physical Environmental effects of Qat in Yemen. These results reflected the role of males in Yemen society; they are more free and active, On the other hand, Yemeni woman are less free in activity and participation, especially in social life. But the effect of education is mainly due to levels of education, general activities of students, in other words the higher perception of the community toward the Qat phenomenon, namely, raise of education levels for respondents step-by-step through official education levels.

Co-teaching and co-generative dialogue for transforming teacher interpersonal behaviour and teacher-students interactions in secondary schools Yuli Rahmawati, Rekha Koul and Darrell Fisher Curtin University, Perth, Australia

The paper reports on part of a longitudinal study which aimed to investigate the effectiveness of co-teaching and co-generative dialogue in the science learning and teaching in lower secondary science classes. The idea of co-teaching and co-generative dialogue was first proposed by two leading educationists, Roth and Tobin in early 2000, making an international impact in educational research. In the context of the research, coteaching and co-generative dialogue are applied for transforming teacher-students interactions. This multiple case studies research was conducted in three year 9 science classrooms from different secondary schools. Multiple research methods (interview, students’ reflective journals, and Questionnaire on Teacher Interaction (QTI) 48

questionnaire) were used to develop in-depth understanding of the participants. The results show that co-teaching and co-generative dialogue helped in transforming teacher interpersonal behaviour and teacher-students interactions after co-teaching and cogenerative dialogue is embedded in classroom practices. It also had implications on developing teachers’ pedagogical praxis, transforming teaching behaviour, and improving students’ engagement, achievement, and behaviour.

Session 2.7

Distance education in the Philippines: Current trends, challenges and prospects Ralph A. Sabio School of Business, St. Scholastica’s College, Manila, Philippines

In today's globalization and rapid technological advancements, dramatic changes have been happening in higher education, e.g. the dearth of resources for classroom-based instruction, the development of the open and distance learning philosophy, the need to service the needs of adult learners and many other factors which are the reality in the Philippines today. As a consequence, higher education institutions have been increasingly flexible to adjust their delivery system in an effort to respond to these changes. Distance Education (DE) has emerged as a legitimate alternative system to the more traditional educational system in a number of higher education institution (HEIs) in the Philippines. Under the 1987 Philippine Constitution, Article IV mandates that quality education at every level should be made accessible to all Filipinos, including self-learning, independent, and out-of-school youth programs. Thus, the Open University Systems and distance education ideology has proliferated in the Philippines over recent years. This is considered as one of the most rapidly growing fields and means of education; such that it changes the approach used, the delivery system, faculty requirements, and the need to respond to the rare breed of students who are being catered to. The objective of this paper is to assess how distance education/open learning evolved in the Philippines and see how it responds to making education accessible and flexible to many Filipinos. The laws/issuances given by the government will also be looked into to determine how the government supports this new educational philosophy. Further, this research will look into the characteristics of learners studying in some distance education institutions. Generally, this paper will look into current trends, challenges and prospects in DE in the Philippines.

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A tale of two teachers: Integrating education for sustainability, English and mathematics for a sustainable future using ethical dilemma story pedagogy Elisabeth Taylor and Peter C Taylor Curtin University, Australia Ray Williams and Tim Manea St Mark’s Anglican Community College, Australia

In this paper we present a case study of a mathematics teacher and an English teacher integrating education for sustainability into their curriculum through ethical dilemma story pedagogy and co-teaching. The teachers identified a popular picture book and a well-known traditional Australian ballad as the starting point for their shared journey into curriculum integration and education for sustainability. The investigation formed part of a three-year longitudinal project funded by the Australian Research Council (ARC) focusing on ethical dilemma story pedagogy as a tool for integrating education for sustainability and values education into mainstream classrooms. The multi-paradigmatic methodology of the inquiry combined in-depth ethnography consisting of participant observation and teacher and student interviews with the Values Learning Environment Survey (VLES). Elisabeth’s and Peter’s (first/ second author) role was that of professional development facilitators, mentors and researchers. The results of this case study suggest that ethical dilemma pedagogy offers teachers an effective tool for integrating education for sustainability into subjects such as mathematics and English as well as for successful curriculum integration across subject boundaries. Teacher interviews highlighted opportunities for synthesis and mutual professional learning despite some difficulties in relation to organisational aspects of curriculum integration, such as time-tabling, shared assessments and shared programming. Student interviews illustrated the potential of ethical dilemma stories to engage students in critical thinking and critical reflection and in a critical discourse about sustainability issues. Some students appeared challenged by the cross-disciplinary nature of the classes.

In order to launch Worldview Education Ken Kawasaki Kochi University of Technology, Japan Worldview Education is science education where science teachers draw students’ attention to differences between the scientific worldview and students’ inherent worldview, and is critical to science education conducted in communities where people’s first languages do not have any fully established method of composing abstract nouns. This presentation illuminates a problem shared by these communities, and shows that the problem will be overcome in worldview education where metalanguage plays a key role. The problem stems from the fact that people in these communities respectively internalize worldviews different from the scientific worldview characterized by a dichotomous structure. The structure consists of the phenomenal world and the world of 50

Idea, where things are universal and immutable, then abstract. Although the scientific way of thinking bridges a gap between the two worlds, students in these communities do not have any linguistic locus of the scientific way of thinking. Worldview education can offer the locus when science teachers realize that students have internalized worldviews different from the scientific worldview. Worldview education begins with science teachers’ explanation of differences between the scientific worldview and students’ inherent worldviews in the respective communities. The explanation can be properly called metalanguage if it is accepted that a language is associated with a worldview. Science teachers’ use of such metalanguage will remind students of what they have internalized and improve their understanding of the scientific worldview. Worldview education will lead students to make correct understandings of scientific concepts and to nurture sound cultural identity at the same time.

Session 2.8

Exploring the literature on the integration of mathematics and technology education Zafer Farraj Alshehri King Khalid University, Saudi Arabia

The integration of mathematics and technology education has been gaining an acceptance among educators. Some educators have been accepting the idea of integration, while others have been rejecting it. However, this paper attempts to review the existing literature on the integration of mathematics and technology education, particularly at the high school stage. It concludes with some implications and suggestions for further research.

The harmonization of the outcomes of the post-basic schools with the requirements of higher education in the Sultanate of Oman Fatma Al Mashani Ministry of Education, Oman The study aimed to identify the most important reasons that lead to the poor harmonization between the post-basic school outcomes and the requirements of higher education in the Sultanate of Oman. The study also aimed to determine the most prominent requirements for harmonizing the outcomes of the post-basic schools with the requirements of higher education. The main findings of the study were that the sample showed an agreement about the high impact of the reasons specified in the three domains as reasons for poor harmonization. The results highlighted that the most requirements for harmonizing the outcomes of the post-basic schools with the requirements of higher education were involving the community in the evaluation of policies and plans of education at different levels; conducting an objective evaluation of the outcomes of the innovation and development programs of post-basic education; and establishing joint research between higher education institutions and the Ministry of Education. 51

Flip, Google, Group, and Deploy: Transform your students’ education to a sustainable cash flow Nada Khatib, College Of Technology, University Of Houston, United States of America Students’ education is a moving target and is transforming to become a cash flow for the individual, society, and organizations at large. Flip your classroom to interact with students, ask them to Google to use on-demand material relevant to their lives, Group them to collaborate on tacit knowledge, and Deploy them to society to apply their knowledge and explain it to others. This paper details a case study of varied learning styles used in a Computer Information Systems sophomore class at the University of Houston, College of Technology, as an innovative methodology for transforming education to a sustainable cash flow for the individual, society, and organizations.

PARALLEL SESSION 3 MONDAY 5th NOVEMBER 11.30 AM – 12.30 PM Session 3.1

Teaching Critical Thinking Writing Skills to Pre-engineering Students Lynne Robinson and William Rindfleisch Petroleum Institute, Abu Dhabi, United Arab Emirates

Many students study engineering in what is to them the foreign language of English. Particularly in Arabian Gulf states, many students arrive at university without the required level of English and therefore must complete preparatory courses before entering standard freshman courses. At the Petroleum Institute, a preparatory English curriculum has been designed to immerse students in an engineering education ecosystem in which: 1) both language and content are selected to meet the needs of engineering students and 2) students feel they are preparing on a daily basis for their future studies, thereby increasing their motivation. A needs analysis among the freshman science and mathematics faculty has clearly identified deficiencies in students’ critical thinking skills in academic contexts, along with the ability to communicate their critical thinking in writing. The analysis further showed that much of the writing students are asked to do at the freshman level involves short responses to critical thinking questions on quizzes, exams or for homework. Therefore, an integrated program of critical thinking with succinct written responses has been integrated at all levels of the pre-engineering English curriculum, giving emphasis to both the content and the language skills needed to express thinking about that content. It has been found that this type of writing needs to be done frequently in order to promote sustained improvement. A summary of the needs analysis as well as examples of the critical thinking writing activities across various levels and content modules will be presented, and copies distributed to attendees.

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Enrichment and extension using ‘Real-World’ project-based learning Graham Gordon Victoria International School of Sharjah, United Arab Emirates

VISS was founded in 2007, the result of an initiative between the governments of Sharjah, (in particular His Highness Sheikh Dr. Sultan Bin Mohammed Al-Qasimi, Ruler of Sharjah) and the State of Victoria. The learning approach is based on curriculum frameworks from Victoria, characterised by innovative teaching and learning methodologies designed to assist all students to achieve their full potential. VISS promotes and practices environmental sustainability and highly values hands-on learning experiences (enabling real-life application of knowledge) to produce students who are critical thinkers, confident, reflective and responsible global citizens, capable of facing the future with resilience and optimism. VISS is a lighthouse school for improvements in all Sharjah schools. A strategic goal for the school is to enrich the curriculum, particularly creativity in Science, Technology, Engineering and Mathematics (STEM), for all students and to extend those who demonstrate potential. This presentation will explore how ‘real-world’ enrichment and extension resources can foster innovation and promote sustainability. Enrichment resources include ‘Primary Connections’, for science in grades 1 to 5, ‘Planting the Seeds of Science’, for the early years and the increased use of community resources, particularly Sharjah’s sixteen museums. Extension resources include F1 in Schools (a simulation of a Formula 1 team using CAD software), Lego robotics, Science Across the World (sharing local data on global investigations), Jason Project (linking with scientists), CREST (Creativity in Science and Technology), 60 Second Science Video Competition, GIS (Geographic Information Systems – geospatial investigations), Biomimicry and iPad STEM Apps.

Ali Salim Rashid Alghafri Educational Psychology, Ministry of Education, Oman It is important for educators to give learners chances to use their minds to apply knowledge through various ways of thinking, such as creative and critical thinking and problem solving (Alghafri, 2008; Gough, 1991) and by understanding how the thinking process occurs in the brain this would support the improvement of students’ learning and achievement (Jensen, 2005). Cognitive neuroscience assists in understanding the learning, thinking and behaviour mechanisms by investigating the functions of brain structures and the organization of the nervous system through many methods and techniques such as the neuro-imaging scanning technique. Therefore, knowing the mechanisms of learning in the brain that focus on some processes like thought, for instance creative and thinking skills, and emotion are important to be applied in educational strategies and to design programs that consider integrating principles of neuroscience and education, particularly in science subjects (Alghafri, 2011) which are an important element of an individuals’ full development (Cassel, 1999). According to Ward (2007) several neuroscience studies found that children combine scientific thinking skills and knowledge while their thinking processes occur. Thus, investigating the brain processes of learning and thinking is the focus of today’s education and psychology fields. 53

Session 3.2

Trialling of test items: How reliable is it? Ross D Hudson and Stewart Monckton Australian Council for Educational Research, Australia

Trialling is intended to establish the reliability and validity of a measurement instrument. However, apart from some attempts to incorporate trial data into the population data (Jairath, Hogerney, & Parsons, 2000) there seem to have been few attempts to measure the reliability of the trial data in relation to item performance in population tests. Trialling has many purposes including identifying weaknesses or inconsistencies within items thus allowing for modification. The use of measurement techniques such as item response theory (IRT) enhances the detection of items that do not meet minimum psychometric properties (DeBoer, 2008; Gudmundsdottir & Brock-Utne, 2010). The question for this study was: Do the trial participants responses accurately model those of the participants in the population test? In this study items were trialled with a trial group which gave between 200 and 400 responses per item. Based on the psychometric qualities of the trialled items the final population tests were developed. After the population tests were conducted the performance of the selected items in the trial situation and the population test were compared on the basis of measured item difficulties and facility. The analysis showed extremely high correlation between the item difficulties demonstrating that the trial data accurately represented the performance in the population test. The facilities in the population tests were consistently higher than in the trial reflecting the higher stakes of the population tests. It was concluded from this analysis that that the sample data is a reliable and accurate predictor of performance in population tests.

The development and application of a two-tier diagnostic test to assess Omani twelfth grade students’ misconceptions in chemistry Sulaiman M. Al-Balushi, Abdullah K. Ambusaidi and Ali H. Al-Shuaili Curriculum and Instruction Department, Sultan Qaboos University, Oman

This paper describes the development and application of a two-tier diagnostic test to assess Omani twelfth grade students’ misconceptions in chemistry. The current paper argues that this type of diagnostic test is an appropriate method to uncover the reasons behind students’ misconceptions. This feature is lacking in the traditional multiple choice tests. Also, two-tier test are convenient to administer, do not take much time and explore a wide range of scientific concepts in less time compared to other misconceptions diagnostic methods such as interviewing. The two-tier diagnostic test designed in the current study includes the following chemical concepts: atomic structure, the structure of compounds, chemical bonding, chemical equilibrium, electrochemistry, combustion, and oxidation and reduction. It was piloted on 26 twelfth grade students. The Cronbach's alpha reliability coefficient was 0.772. Then the test was administered to 786 twelfth grade students. The results indicate that most misconceptions that Omani twelfth grade 54

students hold are related to combustion, chemical equilibrium and electrochemistry. Also, visual test items are the most difficult items for participants. It is recommended that twotier tests should be used widely to assess students’ misconceptions in science. More research is needed on the incorporation of visual representations into two-tier tests.

The student report card and the teachers’ experience of reporting: More than an addendum to the semester Susan Patricia Long Curtin University, Perth, Australia

Report writing is a largely unexamined aspect of professional practice. It would appear to be a simple task of collating marks and writing a summary statement; however, reporting is important to all of the stakeholders in education. Semester reports are the culmination of the students’ learning journey but the stakes are also high for the teacher whose professionalism, competence, knowledge of and care for students is exposed to scrutiny. This case study produced an exposé of the experience of report writing for teachers in the State of Victoria during 2008, a time of transition to a new curriculum and student reports. The description was framed within the four perspectives of teaching that make up Feldman’s Teaching as a way-of-being model (1997). The sequential two-phase study used multiple and mixed methodologies to interpret data produced from a widely distributed questionnaire and a process-tracing task. The study showed that the teacher constructs a multidimensional knowledge base that allows for, and understands student learning. Sharing the knowledge that has been constructed over time, in relationship, in the educational setting increases the vulnerability of the person acting in the role of teacher. This study makes a valuable contribution to understanding the knowledge base for teaching, acknowledging its complexity and celebrating the role of relationship in teaching. It may assist experienced teachers to reflect on their reporting strategies to improve the validity of reports. It will make a positive contribution to pre-service teacher training, alerting beginning teachers to the need to prepare for reports over the semester.

Session 3.3

Investigating transformations in the cartesian plane using spreadsheets David Allison, Andriy Didenko and Gary Miller Department of Mathematics, College of Arts & Sciences, The Petroleum Institute, The United Arab Emirates The link between coordinate transformations in the plane and their effects on the graph of a function can be difficult for students studying college level mathematics to comprehend. To solidify this conceptual link in the mind of a student Microsoft Excel can serve as a convenient graphing tool and pedagogical aid. The authors of this paper describe how various transformations and their related functional symmetry properties can be graphically displayed with an Excel spreadsheet. 55

How can we improve learners’ grammatical structures in mathematical texts? Dr Michael Mhlolo Rhodes University, South Africa High school pass rates in mathematics have always been low in South Africa post democracy. Our university is one of the four who were tasked to investigate the nature of the problem and suggest strategies to alleviate it. About 889 learners wrote our benchmark tests. In this paper I only analyse learner responses in geometry. This is so because the lowest scores in all the schools were in geometry yet this topic was central to the debates that shaped the most recent curriculum. In my initial analysis answers such as area of PQR is 1800 or length of QR is 550, were prevalent in learners’ responses. I needed a theory that would help explain such arbitrary connections in geometrical concepts and at the same explain how these seemingly incoherent links could be developed into mathematically acceptable usages. My analytical tool is based on Vygotsky’s stages of concept formation. Vygotsky’s theory claimed that concept formation entails different pre-conceptual stages starting from the heap, through complex to pseudo concept stages. Using this framework the benchmark test analysis showed that 58% of the learners are still at the syncretic stage and 35% are at the complex stage. The conclusion was that vocabulary, syntactic structure and meaning is clearly absent in the learner responses. The recommendation is for teachers to engage learners in writing of mathematical sentences focusing not only on symbolism but on grammatical structures.

Habitual reading biases in the allocation of study time Robert Ariel, Ibrahim S. Al-Harthy, Christopher A. Was and John Dunlosky College of Education, Sultan Qaboos University, Oman Item order can bias learners’ study decisions and undermine the use of more effective allocation strategies, such as allocating study time to items in one’s region of proximal learning. In two experiments, we evaluated whether the influence of item order on study decisions reflects habitual responding based on a reading bias. We manipulated the order in which relatively easy, moderately difficult, and difficult items were presented from left to right on a computer screen and examined selection preference as a function of item order and item difficulty. Experiment 1A was conducted with native Arabic readers and in Arabic, and Experiment 1B was conducted with native English readers and in English. Students from both cultures prioritized items for study in the reading order of their native language: Arabic readers selected items for study in a right-to-left fashion, whereas English readers largely selected items from left to right. In Experiment 2, native English readers completed the same task as participants in Experiment 1B, but for some participants, lines of text were rotated upside down to encourage them to read from right to left. Participants who read upside-down text were more likely to first select items on the right side of an array than were participants who studied right-side-up text. These results indicate that reading habits can bias learners’ study decisions and can undermine agenda-based regulation. 56

Session 3.4

Biology teachers' responses when first time encounter socioscientific issues in new biology textbooks Dr. Mohammed Alzaghibi, Dr. Khalid Alrdiyan and Dr. Fahad Alshaya King Saud University, Riyadh, Saudi Arabia

Socioscientific issues (SSI) represent one of the significant aspects of scientific literacy that science curriculum seeks to promote. Particularly in high school biology textbooks, it is more appropriate (or maybe required) to introduce them. As new science textbooks have been recently introduced in Saudi Arabia, we were interested in finding out the presence of socioscientific issues in high school biology textbooks (Years 10, 11 and 12) and how teachers respond to these issues. Through independent content analysis, 42 issues were identified in student textbooks. In addition, guidelines were presented in 12 parts in teacher's guides in different years, illustrating how to deal with SSI in the classroom. Then we interviewed 10 teachers from different high schools to find out how they responded to these issues. Findings from interviews show that teachers were not aware of what socioscientific issues are, most of them limit SSI to linking biology to everyday life in its simple sense, and they introduce them incidentally through direct instruction if there is time left to do so. Moreover, they were not aware of the guidelines included in the teacher's guides. In our conclusion we highlight the importance of introducing teachers to novel aspects such as SSI. It appears that including them in the textbooks or even in teacher's guides will not guarantee that teachers teach them appropriately or even recognize them in the first place.

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The Availability Extent of Critical Thinking Skills to Cycle Two Science Teachers in the Basic Education from their Perceptions Dr. Ahmed Humaid ALBadri Assistant Professor of Curriculum and Teaching Science The study aims at identifying the availability extent of critical thinking skills to Cycle Two Science teachers in Basic Education from their perceptions in the Sultanate of Oman. In order to achieve the study’s objectives a list of critical thinking skills was constructed that consists of five sub components in its final version. As a result the research instrument in its final version consisted of thirty four (34) points. The instrument was piloted to (36) science teachers. As a result, the study shows that the average of the piloted science teachers’ performance on the questionnaire is (122.12) that equal (71.84%) which is below educational standard (80%) on the availability extent of critical thinking skills from their perceptions. The result of the study in addition, shows that the medium rate for the availability of rationale evaluation to the teachers became the first with a percentage of 74%. This indicates that the teachers have good skills in evaluating rationales and justifications while teaching science subject. The other components became in the following order; explanation the second, exploration the fourth, concluding the fifth and proposing assumptions the first with the percentage 73.5%, 71.8%, 71.3% and 67.2% in orderly. This indicates that the science teachers’possess low critical thinking skills from their perceptions as all of the sub components skills achieved below the educational satisfied standard. The study strongly recommends offering more training programs and symposiums to the science teachers on how to use critical thinking skills in teaching science subject.

Influence of teacher teaching beliefs on student outcomes: A case study Arpana Dhar and Rekha Koul Curtin University, Australia

In this paper a case study is presented to highlight the impact of epistemological beliefs of a science teacher on science teaching to a lower secondary science class. This case study was part of a longitudinal study aimed at assessing the effectiveness of co-teaching and co-generative dialogue on student perceptions and understanding. The study reflects on the teaching strategies designed and administered by the science teacher within the limits of curriculum to improve student understanding of selected science topics. Providing a variety of interactive learning opportunities enhanced student motivation, interest and enthusiasm to participate in the learning process leading to deep conceptual understanding. It also strengthened the concept that teachers holding constructivist beliefs and applying that in their teaching strategies resulted in better student learning outcomes than teachers holding empiricist beliefs (Hashweh, 1996).

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Session 3.6

Developing reflective practice through harnessing student feedback using QTI in a Singapore secondary school Choon Pooh & Darrell Fisher Curtin University, Australia

Research has shown that improvement in the learning environment can lead to better students’ performance in the classroom (Doran, Fraser & Giddings, 1995). Using the Questionnaire on Teacher Interaction (QTI), we are able to get students to reveal their perception of their teachers’ classroom (their learning environment) and juxtapose it with their preferred learning environment. In our study, we used the 48 items questionnaire. Teachers and their students were asked to answer the 48 items in the questionnaire and their perceptions were recorded. The profiles between the teachers’ self perceived and their students’ perceptions were used to provide important insights into the teachers’ effectiveness in their classrooms. The QTI was used as a tool for i) critical self-reflection and ii) identifying areas of competencies, strengths and weaknesses for the teachers. Teachers were able to use their students’ profiles to develop possible strategies to bring about an improved classroom environment. More importantly, it can be used by the school leadership to develop and customise professional development for the teachers, and in turn would benefit their students’ learning. We will share some of the comments given by the teachers in our study and the observed changes in students’ behaviour in the classrooms.

Using students’ perceptions of their learning environment to facilitate teacher professional development David Henderson Curtin University and Rossmoyne Senior High School, Perth, Australia

This study used a recently-developed questionnaire, the Constructivist-Oriented Learning Environment Survey (COLES) to measure students’ perceptions of their actual and preferred learning environments in 20 classrooms in a high school in Western Australia. Each of the 67 items in the questionnaire is assigned to one of eleven scales, and there are also two scales where students respond about their feelings towards the subject being taught. Following administration of the pre-test questionnaires, each teacher was presented with a comprehensive report detailing their students’ responses on the questionnaire and was encouraged to focus on the correlation between the class’s actual and preferred perceptions for each scale. The teacher then selected one scale where this correlation was relatively low, and where the teacher felt able to make changes to the learning environment. Over the next 4-6 weeks the teacher put into place strategies aimed at increasing students’ ratings for their actual perceptions. Following this time period, the questionnaire was re-administered to the students in the class. Examination of the posttest responses indicated higher ratings for students’ actual perceptions, and a closer correlation between actual and preferred perceptions, demonstrating that such a 59

personalised approach to professional development can enable teachers to make significant changes aimed at further improving the learning environment for their students. A particular feature of this study was the high level of engagement of all the teachers involved and their most positive attitude to this kind of professional development.

Examining the perceptions of the learning environment and attitudes (academic efficacy and enjoyment of mathematics lessons) among Emirati students Ernest Afari The Petroleum Institute, Abu Dhabi, United Arab Emirates Jill Aldridge and Barry Fraser Curtin University, Perth, Australia

This study examined how Emirati college students perceived their mathematics classroom environment and the associations between their perceptions of the learning environment and attitudes (academic efficacy and their enjoyment of mathematics lessons). A bilingual version (English and Arabic) of the What Is Happening In this Class? (WIHIC) questionnaire and Enjoyment of Mathematics Lessons and Academic Efficacy scales were used to assess students’ perceptions of the learning environment and attitudes towards mathematics. Data was gathered from 352 tertiary-level students (33 classes) from Abu Dhabi in the United Arab Emirates. Simple correlation and multiple regression analyses were conducted to determine the strength and direction of associations between the six scales of the WIHIC and the two attitudes scales. There was a statistically significant simple correlation between each attitude scale (Enjoyment of Mathematics Lessons and Academic Efficacy) and each of the six WIHIC scales. The results of our study suggest a strong and positive association between the learning environment and students’ enjoyment of their mathematics lessons and academic efficacy. Multiple regression analysis suggested that students’ enjoyment of their mathematics lessons was more positive in classrooms with greater teacher support, cooperation and personal relevance, and that academic efficacy was higher in classes with more personal relevance. This study has supported the wide international applicability of the WIHIC as a valid measure of classroom psychosocial environment.

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Session 3.7

Students’ perceptions of best math and science teachers’ characteristics Dr. Said Aldhafri Psychology Department, College of Education, Sultan Qaboos University, Oman Mrs. Nawar Alrawahi Aldhakhelia School District, Ministry of Education, Sultanate of Oman The current study aimed to examine math and science teachers’ characteristics as perceived by their students. Recent research shows connections between teachers’ characteristics and students’ motivation and achievement levels. The current study undertook a qualitative approach to collect and analyze students’ perceptions of their best teachers’ characteristics. The researchers used an open-end questionnaire for a sample of 300 undergraduate students at the College of Education, Sultan Qaboos University, in the Sultanate of Oman. The questionnaire was part of an activity called ‘The Best Teacher Award’ for an educational psychology course. Students’ permissions were obtained to analyze the data for research purposes. In this activity, the students were asked to nominate any school teacher whom the student had as a teacher in any school grade and considered the teacher qualified to receive The Best Teacher Award. The students specified the name of the teacher, subject, grades and district. In addition, the students listed the characteristics in which the nomination was made starting with the best characteristics that the teacher showed. For the current paper, the researchers reported only responses in which math or science teachers were nominated. Using grounded theory approach, the researchers found that students listed various characteristics that mostly focused on excellence in delivering the lessons, good relationships with students that involved caring, understanding needs and emotions and treating students equally. Frequencies of categories were obtained and the findings will be discussed in light of modern trends in teacher quality and Omani teaching context.

Development of low cost teaching tools: An effort towards building an innovative and sustainable society beyond the 21st century Afaq Ahmad and Dawood Al-Abri Department of Electrical & Computer Engineering, College of Engineering, Sultan Qaboos University, Oman

To enhance the learning process, a certain levels of hands-on practice to gain experience is essential. To implement this, instructors are bound to look around for the resources to supplement the teaching of theory portions in courses from basic to advanced levels with a sufficient amount of hands-on experimental practice. In the 21 st century the educational institutions are bound to equip their lab and classrooms to a minimum level of satisfaction if restricted and it is often not feasible equip them better. Even to maintain a minimum level of satisfaction computing facilities in educational institutions need a 61

separate budget allocation for the Information Technology (IT) department. Further, acquiring software licenses and up grading requires much more expense adding more to the budget. Because of these constraints, many schools and universities may be lacking in their laboratory resources for proper teaching of courses with enhanced learning process goals. To come out from this hurdle and to improve the situation, instructors should look for the development of low cost teaching software on commonly available computing platforms. This presentation is based on developments of some teaching tools based on using only Microsoft Excel spread sheets.

Training students in scientific inquiry skills – findings from a secondary school in Abu Dhabi, United Arab Emirates Dr. Martina Dickson Emirates College of Advanced Education, Abu Dhabi, United Arab Emirates Balqees Mohamed Awadh Palestine Secondary School, Abu Dhabi, United Arab Emirates

The concept of carrying out scientific inquiry to develop scientific skills and to teach curriculum content is new in most secondary schools in the United Arab Emirates. Science at this level has traditionally been taught in a theoretically based and heavily content weighted framework. In this paper we discuss how the use of scientific inquiry skills as the vehicle for teaching scientific content and developing skills was introduced in a secondary school in Abu Dhabi. Over the course of the academic year over which this training took place the students carried out eight scientific inquiries in all four sciences offered: biology, chemistry, physics and geology. We track students’ development over the course of these eight inquiry opportunities and demonstrate the progressively increasing levels of sophistication of their work, in particular in their ability to utilize Bloom's higher level skill of evaluation. We also discuss the teachers' assessments of their students, and how training teachers to assess scientific inquiry skills alongside training students affected validity of assessment during this period.

Session 3.8 (ARABIC)

Alternative educational pathways access to educational success in the Sultanate of Oman Wajeha Thabit Al-Ani College of Education, Sultan Qaboos University, Oman

Educational systems worldwide face many challenges such as cultural, social, political, and technological. It affects the general learning system capacity in meeting cultural diversity and Omani workplace demands. This study investigates the option of the Alternative Educational Pathways (AEP) to better prepare a higher number of people in school for higher growth occupations and careers. Many researches show that AEP provide a more flexible educational environment for those who have been unable to learn 62

and to thrive in the general education system, by developing their skills in critical thinking, imagination, and innovation. The paper answers the following questions: What are those types of alternative educational pathways? How can the Ministry of Education in the Sultanate of Oman implement educational diversity pathways from the perspective of educators and professionals educators? and What are the challenges facing the implementation of educational diversity pathways in the Sultanate of Oman? To answer these questions, an interview tool was used to collect data. The results revealed several types of alternative educational pathways, such as: dual, charter, democratic, accelerated and andragogy. The results indicated that the Sultanate of Oman has created some alternative educational pathways such as e-learning schools, private schools, bilingual schools, religious institutions, international schools, minority schools and adult education centers. However, there are many challenges facing the Omani educational system in developing the alternative educational pathways in terms of its high cost and the shortage of capable administrative personnel. Based on the study result, a number of recommendations and suggestions were proposed.

Environmental human rights in Omani science textbooks: A critical study Prof. Abdurrahman M. Sadaany and Dr. Mohamed A. Selim College of Education, Sultan Qaboos University, Oman

Countries all over the world have the obligation that everybody has the right to live in a clean and a safe environment. From this point of view, the culture of rights (in general) and environmental human rights (in particular), have been considered as an important educational issue in school curricula. Knowing rights leads to knowing duties. Therefore, how does our science education in Oman look at this issue? And to what extent? The aim of this study is to investigate the extent of the inclusion of environmental human rights in the Omani science textbooks for grades 4 to 12. The sample of the study consists of all science content in science textbooks for grades 4 to 12 in basic education in Oman. For the purpose of the study, a special analyzing list was developed as an instrument using previous studies and some references that are related. Finally, according to the results, the study proposes some recommendations.

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Using Productive Pedagogies framework to improve teaching practices for mathematics pre-service teachers at Riyadh teachers’ college Khalid Alsharif King Saud University, Saudi Arabia [email protected]

The purpose of this study was to investigate the effectiveness of using Productive Pedagogies framework with a group of final year pre-service teachers at a teacher education college in Saudi Arabia. Productive Pedagogies framework was developed in Queensland as a teaching framework to provide a tool for teachers to use to increase learning outcomes both academic and social. This study took place during the last two semesters of the course and was conceptualised to consist of two phases. In phase I, eighteen pre-service teachers were introduced to the Productive Pedagogies framework in the unit of Mathematics Teaching Methods. In other words, the framework constituted part of the content of the unit and was used as an overall organizer to integrate the other content usually covered in the subject. In phase II, pre-service teachers were followed into their field experience at two participating primary schools. Each pre-service teacher was observed five times during their field experience to ascertain his level of understanding and use of the framework. The study revealed that, while the pre-service teachers faced challenges in using Productive Pedagogies in their practice, there was clear evidence of an increase in the implementation of each dimension by pre-service teachers over the duration of the observation period. Pre-service teachers found the framework very useful, helping them in planning, conducting and reflecting on their teaching practice during their field experience. In particular, the pre-service teachers demonstrated a shift towards student centred teaching.

POSTERS Representations of the Quebec Preservice Teachers and the Tunisian In service Teachers on the Absorption and the Reflection of Light: Continuity or Rupture? Abdeljalil Métioui Université du Québec à Montréal, Canada [email protected] Fathi Matoussi Université virtuelle de Tunis, Tunisie [email protected] Louis Trudel Université d'Ottawa [email protected]

Abstract: An analysis of the writings with respect to the scientific representations of students coming from different countries indicate that they are generally similar and, therefore, that the cultural differences do not seem to influence much the way they have 64

been elaborated (McDermott, 2003). The present research appears in this perspective and will take place in two steps. The first step has for objective to present a synthesis of works with respect to the survey of the representations of pupils of different nationalities (Bendall et Galili, 1993, Langley, Ronen et Eylon, 1997, Métioui, Cyr, Gagné et Brassard, 2002, Métioui et Trudel, 2012). In the second step, we will present the representations of Tunisian teachers (N = 108) and Quebec elementary Preservice teachers (N = 132) with regard to the phenomena of the absorption and the diffusion of light. In order to do so, a "paper-pencil" questionnaire has been constructed and distributed to the participants. The results show that, for some topics, the Preservice teachers from Quebec share the same representations than the in-service teachers from Tunisia and that the differences observed appear to be linked more with their scientific training than with any cultural consideration. In a context of internationalization, this universality of the representations of teachers from different sociocultural surroundings will stimulate the emergence of projects between these teachers and their pupils.

EXPLORING PORTFOLIO ASSESSMENT IN SAUDI PRESERVICE SCIENCE TEACHERS' EDUCATION PROGRAM Hiya Almazroa Princess Nora University, Saudi Arabia The purpose of this study is to explore the influence of portfolio assessment on Saudi preservice science teachers' learning experiences. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. The primary methods were semi-structured interviews, self- assessment portfolios, and reflective journals. The participants were nine pre-service science teachers in the Science Teacher Education Program. Findings indicated that pre-service science teachers found that portfolios have many benefits: portfolios were useful to them in organizing learning, helpful in making them aware of their personal learning strategies, helpful in enhancing student-teacher interaction and in learning self-assessment skills. However, pre-service science teachers reported difficulties in preparing portfolios.

COGNITIVE TUTORS FOR STUDIO PHYSICS Curtis C. Bradley, Jan Beks, and Kofi Agyeman Petroleum Institute, Abu Dhabi, United Arab Emirates We describe the development and testing of innovative cognitive tutor software for use in the Studio Physics classroom. This work is part of an ongoing reform effort within the Physics Department of the Petroleum Institute in Abu Dhabi. Our aim is to improve student motivation and learning outcomes through the development of a collaborative, student-centered, active-learning environment for introductory Physics. A central feature of this environment is frequent student encounters with rich and engaging physics phenomena in the context of learning activities that make exploration, concept development, and problem-solving practice more interesting and productive. Cognitive tutors, designed to facilitate this approach, are sophisticated computer-based instructional programs that include an appropriate and user-friendly interface with a tutoring module, an expert-domain module, and a student-progress module. Cognitive tutors monitor student progress on structured learning activities in order to provide appropriate and 65

timely guidance and feedback. Over the last three years, we have developed and used a set of basic cognitive tutors to support student investigations with physics simulations, covering the entire curriculum of our first-semester, calculus-based, University Physics course. Recently, we started extending our set of tutors to support equipment-based experiments and other learning activities. To provide powerful graphical tools and to expedite tutor development, the software is spreadsheet-based and makes extensive use of Visual Basic for Applications. We will discuss how cognitive tutors support a Studio Physics curriculum, explain our unique approach to building cognitive tutors, and show evidence of their impact on student attitudes and learning outcomes.

HOW DOES STUDENT PERFORMANCE ON PROCESS ITEMS COMPARE TO THAT OF KNOWLEDGE ITEMS IN SCIENCE ASSESSMENTS? Ross D Hudson and Stewart Monckton Australian Council for Educational Research, Australia In recent times there has been a trend towards the use of assessment items in science that focus more on performance in science process (investigative) skills rather than performance on knowledge items. This in no small part can be attributed to the influence of the Program for International Student Assessment (PISA). This program has highlighted country differences in performance in the area of science process and has acted as a driver for governments in revising education programs and curriculum focus. Other programs such as the Trends in International Mathematics and Science Study (TIMSS) have concentrated more on assessing student understanding on predominantly knowledge items. However, country performances in these two programs do correlate well (Brown, Micklewright, Schnepf, & Waldmann, 2007; Gronmo & Olsen, 2008; Wu, 2009). This research explored a number of population tests, both national and international, that used instruments containing a balance of both science process and knowledge items. The instruments were delivered to both primary and secondary aged students. Rasch DIF analysis and correlation analysis showed little difference between the performances on the two item types. The conclusion from this study suggests that regardless of the students’ ability they will perform equally well on science items regardless of whether the items have a process or knowledge focus.

USE OF ON-LINE FORMATIVE ASSESSMENT THROUGH BLACKBOARD FOR A THERMODYNAMIC CLASS Dr. Fatma Salman Marhoon Chemical Engineering Department, University of Bahrain This paper describes the impact of using online formative assessment in the introductory thermodynamic course of first-year chemical engineering students. I examine the enhancement in quality of my teaching, the students’ learning, and the assessment process. The results are based on performance comparison for the students before and after the implementation of the research tool, in addition to quantitative and qualitative indications resulting from distributed surveys, Blackboard statistics and my own observations. By implementing this innovation, I was able to give quick and efficient feedback to both students and myself. Students benefit from feedback given at an early 66

stage to identify the areas needing improvement. At the same time, I got feedback about student progress and accordingly decided to adjust the course design and my teaching method. This adds to my teaching professionalism by looking deeply into the assessment and feedback areas and utilizing different learning and teaching activities in my practice. I found that students are engaged more actively in their learning through this innovation. The achievement has been raised, in both levels: individually and in the class average. These changes transformed the course from a module with a high failure rate where students were struggling to grasp the key concepts and were unhappy, to a successful module with a significantly lower failure rate and positive feedback.

A HEURISTIC FOR HIGHER LEVEL STUDENT COGNITIVE THINKING AND QUESTIONING THROUGH COLLABORATIVE STUDENT DESIGNED WIKI-BASED CYBERHUNTS Dr Andre du Plessis and Prof Paul Webb Nelson Mandela Metropolitan University, Port Elizabeth, South Africa

The ‘Learner Centred Learning-By-Designing Extended Cyberhunt’ (LCLBDEC) strategy for teaching and learning was reported on in the Australian Journal of Educational Technology in 2011 and 2012. The purpose of this paper is not only to introduce this strategy, but to argue why it should be considered as a Wiki based platform (Linux, Windows, Mac and Tablet based) for student designed Cyberhunts with a view to take learning to a higher collaborative and cognitive level. This strategy entails that students become the designers of artefacts (web- or non-web based) on a topic(s) related to a module or course that can be student or lecture directed. The rationale is that when students become the designers of a learning tool, they learn through design several essential 21st century skills such as effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving, the ability to communicate and interact with individuals and groups and content related aspects. These artefacts can then be used by the lecturer and other students to obtain a better understanding of the topic by using the completed collaborated student designed artefact(s). Students are required to find the necessary information in any format on the web, provide the hyperlinks and then pose questions on different cognitive levels of Bloom’s taxonomy; hence it is imperative that students are introduced to the taxonomy. In addition, they are required to provide a memorandum that can be used by other students, should they want to compare their responses with those of the designers. We are aware that there are many different web based strategies for learning, e.g. WebQuests, however we are of the opinion that this novel strategy offers more learning possibilities as students are the designers, and because it is easily implementable and flexible.

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UTILIZATION OF SCIENCE EDUCATION RESEARCH TO UPDATE TEACHING PRACTICES AT THE ELEMENTARY LEVEL Juan Manuel Wood and Abdeljalil Métioui University of Quebec, Montreal, Canada Most of the present elementary school curricula propose activities targeting the initiation of preschool children, ages 5 to 6, to the material world and to the concepts of physics. This is illustrated by the activities recommended in the science and technology section of the Quebec elementary school curriculum. Among these activities we find the game of experimentation; observing, exploring and manipulating materials; searching for explanation and exploring effects with the elements and with the natural phenomena (MEQ, 2001, p. 68). In this communication, we would like first to present an analysis of the conceptual network in science technology and mathematics as presented in the Quebec elementary school curriculum. This analysis will be followed by a description of the research findings on the conceptions held by pre-school children concerning a sample of notions associated with the field of science, technology and mathematics. Among these conceptions we will be considering among others, the phenomenon of shadows (Ravanis et al., 2005), electrical flow through a simple circuit (Tiberghian, 1976), color, light and image (Gallegos-Cazaris et al., 2009), floating (Koliopoulus, Tantaros, Papandreou and Ravanjs, 2004). We will conclude with a discussion of research findings on the practices that have been put forward in order to facilitate the construction of knowledge in physics among pre-school children. PARALLEL SESSION 4 TUESDAY 6th NOVEMBER 9.00 AM – 10.00 AM Session 4.1

Students’ misconceptions about limits Syed Mansoor Jaffar Singapore Institute of Management, Singapore Jaguthsing Dindyal Nanyang Technological University, Singapore This study set out to investigate students’ misconceptions about limits. The 50 postsecondary students (17 males and 33 females) who participated in the study had completed a calculus course at a university. The design of the study was qualitative as the objective was to find explanations about the misconceptions from the students’ perspectives. In this study, the participants had to complete a test instrument involving problems on the limit of a real-valued function at a single point and also had to respond to a survey on the idea of infinity. Ten of the students were interviewed after the test. The research questions were: What kinds of misconceptions do post-secondary students have on limits? and Why do the misconceptions occur? Theoretical perspectives from 68

Monaghan (1991) on language usage; Tall and Vinner (1981) on concept image and concept definition; and Davis and Vinner (1986) on retrieval errors informed the study. The data revealed that generally, several students regarded the limit value as: a ‘function’, an ‘approximation’, ‘white or black dot on the graph’ and ‘a substitution process’. The misconceptions were found to be due to difficulties in interpreting different functions and difficulties in recognizing different function representations. Hence, inadequate knowledge of both functions and function representations resulted in retrieval errors, incorrect internal representations and the inability to reify. Language difficulties also contributed to the misconceptions.

Use of Gegogebra in addressing critical thinking skills Tika Ram Pokhrel School of Education, Kathmandu University, Nepal

Various techniques and strategies are used in order to address critical thinking skills in mathematics classrooms. How can technology be used in teaching mathematics focusing on critical thinking strategies especially in teaching geometry to grade eight? A 24 day action research was carried out in a school of Kathmandu, designing lesson in Geogebra software and trying to include critical thinking strategies: think-pair-share, explore alternate possibilities, etc. This paper explores some of the critical thinking strategies used for teaching geometry with the help of Geogebra.

Session 4.2

Use of on-line formative assessment through Blackboard for a thermodynamic class Dr. Fatma Salman Marhoon Chemical Engineering Department, University of Bahrain, Kingdom of Bahrain

This paper describes the impact of using online formative assessment in the introductory thermodynamic course of first-year chemical engineering students. I examine the enhancement in quality of my teaching, the students’ learning, and the assessment process. The results are based on performance comparison for the students before and after the implementation of the research tool, in addition to quantitative and qualitative indications resulting from distributed surveys, Blackboard statistics and my own observations. By implementing this innovation, I was able to give quick and efficient feedback to both students and myself. Students benefit from feedback given at an early stage to identify the areas needing improvement. At the same time, I got feedback about student progress and accordingly decided to adjust the course design and my teaching method. This adds to my teaching professionalism by looking deeply into the assessment and feedback areas and utilizing different learning and teaching activities in my practice. 69

I found that students are engaged more actively in their learning through this innovation. The achievement has been raised, in both levels: individually and in the class average. These changes transformed the course from a module with a high failure rate where students were struggling to grasp the key concepts and were unhappy, to a successful module with a significantly lower failure rate and positive student feedback.

The teachers' mathematics value scale: Initial development and validation Sabry M. Abd-El-Fattah and Sahar El Shourbagi Sultan Qaboos University, Oman

The aim of this study was to develop and validate a self-report measure of teachers' value of mathematics. The Teachers' Mathematics Value Scale (TMVS) is embedded in Eccles et al.'s expectancy-value model. An exploratory factor analysis of responses of 145 Omani high school math teachers to an initial pool of 34 items extracted four factors with 29 items that assess teachers' beliefs in four areas related to mathematics: interest (8 items), utility (7 items), expectancy (7 items), and personal cost (7 items). A confirmatory factor analysis of responses of another sample of 130 Omani high school math teachers showed that a four-correlated-factor model fit the data adequately. The TMVS showed acceptable levels of internal consistency reliability and temporal stability over a 3-week period. The TMVS did not correlate with social desirability, but did correlate with mathematics teaching anxiety. Gender was not a factor in math teachers' value of mathematics.

Practicing science teachers’ perceptions and assumptions on classroom assessment L. Kusure, B.C. Muropa and K. Basira Bindura University of Science Education, Zimbabwe

The survey approach, using a questionnaire with a reliability coeffient of 86%, was used to explore sixty three practising science teachers’ perceptions and assumptions on classroom assessment. Data was summarized using descriptive statistics. Box-plots were used to establish the ranking order of various aspects of the evaluation form and the assumptions. Analysis of Variance (ANOVA) was then used to test whether treatment means were significantly different. Results of a post- hoc analysis showed four distinct clusters; very important, (α = [0.35, 0.921]), important, (α = [0.05, 0.340]), not so important, and not relevant (null hypothesis rejected). The results on assumptions yielded three clusters: very important, relevant and not relevant. A Chi-square test results were in agreement across all demographic strata. Content analysis indicated general consensus among teachers, at theoretical level, that classroom assessment is a vehicle for student learning. There were variations among teachers’ perceptions of the utility value of 70

assessment at practical level. Some teachers showed evidence of paying lip service to the importance of classroom assessment for, in, and as learning. The impression that assessment is an inescapable routine was clearly portrayed in the researcher’s interaction with the participants. All teachers expressed concern about the ‘specter’ of public examinations and this fear seemed to influence assessment practices in the classroom. Researchers recommend that the pressure caused by examinations on both students and teachers, be balanced with the realization that assessment is the sine qua non of student learning.

Session 4.3

Pattern of micro discourse skills development as reflected in the descriptive essays of ESL learners at Gulf College Dr. Antonio M. Asuncion Foundation Studies, Gulf College Oman Research reflects that the learners’ interlanguage show a pattern of development. Several studies provide proofs of systematicity and acquisition order which lead to the formulation of natural order hypothesis. It is in this premise that this study aims to determine the pattern of micro discourse skills development as reflected in the descriptive essays of students of Gulf College (GC). It likewise aims to discover if the pattern of development of discourse skills among students follows a natural order of acquisition. This study will be a longitudinal approach, describing the micro discourse skills that the students of the International Foundation Programme (IFP) of GC go through in language acquisition, as reflected in their written descriptive essays in Semester 1 of the academic year 2011-2012 and Semester 2 of the academic year 2012-2013. More specifically, it will use the descriptive compositions of the same students in four batches when they were in Semester 1 of the academic year 2011-2012 and when they will be in Semester 2 of the academic year 2012-2013, serving as the corpus of this study. The systematicity or pattern of development in the descriptive essays will be described using Hoey’s Model. It has six sections, namely: cause-consequence, condition-consequence, instrumentachievement, sequentiality, compatibility, and contrast. The group scores of the learners in the six sections will reveal the pattern of development across semesters. It will likewise reflect if acquisition occurs in the six sections of micro discourse skills. The result of this study can offer deeper theory into the issue of discourse development and in sequencing language skills in the descriptor and syllabus not only in GC but also other colleges and universities of Oman.

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Language enhanced strategies in the learning of mathematics Dr Lynette McClellan, Associate Professor Bill Atweh and Professor Emeritus John Malone Curtin University, Australia

There has been considerable research into the use of language as part of communication in mathematics learning/teaching; however, there has been little research surrounding the way that language can be used in commonly used classroom strategies to enhance understanding. This project involved developing strategies in the mathematics classroom for students to engage in extended learning conversations to develop and demonstrate their understanding of mathematical concepts. The focus of the study was on examination of teacher language usage in a selection of common classroom strategies. The language focused learning/teaching strategies included the Shared Experience, Purposeful Discussion, Blended Instruction and Student Peer Teaching strategies. The identification of these strategies presented a strong case for a mathematical linguistic pedagogy combining elements of mathematical content knowledge. The strategies presented an approach to teaching and learning that combined elements of constructivist philosophy alongside elements of traditional teaching practice. The use of the strategies enabled diagnosis of misconceptions as well as enhancing learning, providing for deep understanding and empowering students to share reflections of their own thought processes. The study was conducted using a Participatory Action Research design with the teacher as main researcher and was carried out with two multi-aged groups of students in a rural district high school in Western Australia. The first group consisted of year 8 – 10 students and the second group consisted of year 6 and 7 students. Data analysis was undertaken using a Grounded Theory approach.

A historian’s view of the low achievement of Malay students in mathematics Nuur Raihan binti Shukor and Nik Suryani binti Nik Abdul Rahman International Islamic University, Malaysia A multilevel modelling analysis study by Hui (2009) showed that Malay students perform significantly less than non-Malay students in mathematics suggesting that structural and cultural factors work differently for Malay and non-Malay students. However, the reasons for the low achievement of Malay in mathematics were not explained. Therefore, the aim of this study is to discuss the reasons for low achievement of Malay students in mathematics based on a historian’s view. An elite interview was conducted with a historian who has vast experience in the field of mathematics and education in Malaysia. The finding of this study reveals that low achievement of Malay students in mathematics is due to several factors, namely: relaxed attitude of students and parents to mathematics, unsupportive environment in learning mathematics and incongruent teaching of mathematics.

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Session 4.4

Exploring elementary teachers’ mathematical knowledge for teaching number concepts and operation Misfer AlSalouli and Khaled Ben Moreb Excellence Research Center for Science and Mathematics Education, King Saud University, Saudi Arabia

Teachers' mathematical knowledge for teaching is an essential and crucial aspect for delivering effective teaching. The teachers have to know their subject matter knowledge in order to effectively teach. The mathematical knowledge for teaching (MKT) follows Shulman’s (1986) efforts to define the theories concerning subject matter knowledge (SMK) and pedagogical content knowledge (PCK). In Saudi Arabia, results from (TIMSS, 2003, 2007) have brought significant policy efforts to improve student achievement. Therefore, since 2008, the Ministry of Education has developed a translated series of mathematics textbooks from the USA. One factor worth studying is teachers’ mathematical knowledge that affects the quality of their instruction and student learning. The need for improvement in teacher quality in Saudi Arabia makes it critical to investigate whether the MKT would help improve the quality of mathematics teacher professional development. The research questions that drive this study are: 1) What Mathematics Content Knowledge for Teaching do Saudi elementary teachers possess for teaching number concepts and operation? 2) Other factors which will be tested include gender differences, professional development, teachers qualification, and teaching experiences. To answer the questions, an adapted version of the Mathematical Knowledge for Teaching (MKT) developed by (LMT) at University of Michigan will be used to measure the Saudi elementary teachers' mathematical knowledge for teaching in the concepts of number and operation.

Bridging the gap between teacher professional needs and the provision of the continuing professional development in Saudi Arabia: Science teachers’ perspectives Nasser Mansour and Saeed Alshamrani The Excellence Research Center of Science and Mathematics Education, King Saud University, Saudi Arabia Views on the role of teachers are culturally and socially embedded, and teachers’ own perspectives of their role and profession affect, and are affected by, the conception of teaching that is prevalent in their societies. The aims of the study were to provide a baseline of teachers’ professional needs, previous experience of Continuing Professional Development (CPD), and their future expectations. The study sought to identify to what extent teacher professional development programmes meet the teachers’ professional needs. The study key research questions are: What professional development needs are identified by science teachers in Saudi Arabia? What are science teachers' views of CPD provision in Saudi Arabia? The study used mixed methods (closed-ended and open-ended questionnaires and semi-structured interviews) with Saudi Arabian science teachers. Data were collected from 499 male and female Saudi science teachers (primary-intermediate73

secondary) by means of a closed-ended questionnaire and 293 by means of an openended questionnaire and later interviews with 9 teachers. This study argues that science teachers’ voices concerning their professional development needs should be the key guide for their CPD. The findings of the study indicate that CPD for teachers is essential in creating effective schools. Teachers’ voices expressed the importance of shifting from a ‘top-down’ model of policy-making and practices regarding preparing CPD, to one that involves a greater level of participation from the practitioners. Most importantly, the study argues the school-based CPD model to bridge the gap between professional needs and professional development and to enable teachers to put the aspects of their CPD training into practice.

Predicting science and mathematics Omani teachers’ teaching methods using personality types Dr. Said Aldhafri and Ms. Amal Alhadabi College of Education, Sultan Qaboos University, Oman The current study aims to determine the role of math and science teachers’ personality types on predicting their teaching methods. Four dimensions of the personality (energy, perception, judgment, dealing with the outside world) will be examined while considering gender and teaching subject differences. The sample will consist of 200 math and science teachers in the South Batinah Region in the Sultanate of Oman. To examine teachers’ personalities, the researchers adapt the sixteen personality types theory, which views personality according to four main dimensions (energy, perception, judgment, dealing with the outside world) (Myers, Mccaulley, Quenk, & Hammer, 1998). As a dependent variable, teaching methods, is defined as a set of procedures, practices and scientific activities carried out by the teacher in the classroom while teaching a particular lesson to deliver information and certain facts (Khazaaleh, Al-zabone, Khazaaleh, & Shobaki, 2011). To achieve the objectives of the current study, data will be collected in early September. The researchers will use form M of the Myers-Briggs Typology Inventory (MBTI) to measure the aforementioned four dimensions of teachers’ personalities. This form consists of 93 items that capture the four dimensions (Myers et al., 1998). Several steps were undertaken to adapt the test to the Omani culture, following the guidelines proposed by the International Test Commission (Hambleton, 2005; ITC, 2010). The second questionnaire will be prepared to examine teaching methods of math and science teachers. Regression analyses will be applied to examine the role of teachers’ personalities on predicting teaching methods.

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Session 4.5

An inquiry about the usage of poetry as part of autoethnographic research for culture studies Alberto Cupane Universidade Pedagógica, Mozambique

As a university science teacher educator, I see deep inclusion of the student as a key factor in the success of the teaching-learning process in science/maths/technology education for the 21st Century. I have found that by only including students in selecting and preparing texts, materials and other equipment for my lessons students cannot express the emotions they are going through before, during and after our lessons. This is an important and often over-looked way of making personal sense of the learning process. A major challenge to facilitating students’ deep inclusion in the teachinglearning process is a traditional teaching culture characterised by: (i) a traditional discourse of third-person, passive voice, (ii) context-free and generalization of research results, (iii) cold reasoning, (iv) no-personal attachment to research findings, and (v) ignoring the experiences that students bring with them, which ranges from 12 years (bachelor degree) to 16 years (postgraduate studies). I have witnessed that some of my colleagues are still promoting this culture as the only way of learning science/maths/technology. In this paper I focus on the usage of poetry as one of the tools that students can use to discover: (i) what they do not know, (ii) what they are learning, (iii) what influence/impact the learning process will have in their lives, and (iv) how the learning process is connected with their lives. The usage of poetry in science/maths/technology education is being used in auto-ethnographic research to develop our own distinctive culture of (i) teaching and learning and (ii) of living in Mozambique. Teachers as transformative educators Finding a voice through research as transformative learning Rebecca Loftus and Peter Taylor Curtin University, Australia We hear so much today about raising standards, improving outcomes, child-centred learning and catering to the individual; but I want to ask the question “what about me?!” where do I fit in? I believe that in order to teach for transformation, we must first address these questions; where do my beliefs and values come from and why do I teach what I teach? I was able to answer these questions through research as transformative learning; I gained radical insight through radical openness and honesty. I ask, is there a hegemony of traditionalism and political opinion in education that prevents teachers from finding their voice in educational research? That prevents us from being open and honest with ourselves and connecting with our students? Research as transformative learning allowed me to critically connect with my experiences as an educator and gave my insights a contributive voice. I believe that only by transforming our thinking, can we learn to truly connect with our students and change the story of education. In this presentation I will 75

ask, how can teacher become researcher? And why must we take charge of the future of education. I will illustrate how a transformation of our own consciousness can pave the way for creative, compassionate and critical learners to shepherd the world into the future.

Re-examining Japanese science education from a Mahayana Buddhism point of view Hisashi Otsuji Ibaraki University, Japan, Elisabeth Taylor and Peter C. Taylor Curtin University, Australia Recently Japanese science education researchers have come under the influence of multiparadigmatic research which has led some to rethink classical established theories of research practice. This has shifted the focus from content to research methodology. I, Hisashi Otsuji, was once deeply engaged in positivistic research using concept mapping, but am now one of those influenced by multi-paradigmatic methodologies. I am engaged in an auto/ethnographic doctoral research based on my personal upbringing within a Mahayana Buddhist background in which I investigate contemporary science education issues through my lens as a practitioner of pre-service teacher training. In the research I have explored hybrid Japanese Mahayana Buddhism which has been influenced by Chinese Taoism, and Zhuangzi, the original pre-sectarian Buddhism from India. Furthermore, I have investigated Japanese science education’s multiple theoretical layers including exploring the research interests abroad. In addition, using a survey I have inquired how the student-centered science classroom tradition has been influenced by Japanese Buddhism. I have reviewed relevant literature to identify hidden Buddhist elements in everyday classroom practice, such as ‘greeting’. I have furthermore drawn comparisons between the Japanese Buddhism concept of the Bodhisattva (a Buddha-like being) and the role of a science teacher. In this presentation I draw on my research to foreshadow a new direction for Japanese science education, arguing that being conscious of the cultural-self and positioning one’s profession culturally can lead to transformation and has the potential to sustain the individual, organization and society.

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Session 4.6

Development and validation of the MOBLEI and its associations with attitudinal outcomes Catherine Snell-Siddle and Sarah Snell Universal College of Learning, New Zealand Darrell Fisher Curtin University, Perth, Australia

From extensive research conducted over the past 40 years it is clear that there is a connection between the quality of the learning environment and student learning. The learning environment can have a strong influence on students’ attitudes and learning outcomes. Attitudes have also been shown to be improved when there is a similarity between the actual classroom environment and students’ preferred classroom environment. Given the increased use of instructional technology and technology rich environments, it is important to gain an understanding of how the use of these technologies is influencing students’ attitudes towards learning. This paper describes the results of a study carried out from 2009 to 2011 in a New Zealand tertiary institution to investigate associations with the mobile learning environment and attitudes using a newly developed and validated Mobile Enhanced Learning Environment Instrument (MOBLEI). The analyses showed a strong association between students’ perception of their learning environment and their attitude to their course along with a positive association between students’ perception of their learning environment and their attitude to technology. The association of students’ perceptions of their learning environment with self-efficacy was reasonably strong indicating that students’ perceptions of how they feel about the course, in terms of enjoyment and satisfaction, had an impact on their self-efficacy.

An application of the TROFLEI in tertiary computing classes in technical institutes and polytechnics in New Zealand Kamani Gunawardena Manukau Institute of Technology, New Zealand Darrell Fisher Curtin University of Technology, Perth, Australia This paper describes the validation of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in New Zealand’s technology-rich computing class rooms in technical institutes and polytechnics. The data were obtained from six such institutes across New Zealand and the sample contained 325 students. The TROFLEI consists of 80 items which assess 10 dimensions: Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Investigation, Cooperation, Equity, Differentiation, Computer Usage and Young Adult Ethos respectively. The investigation 77

of the students’ actual and preferred learning environments based on the 10 dimensions of TROFLEI also was performed along with the study level and gender differences. In addition, data were collected to investigate attitudes toward computer courses, attitudes toward computer use and academic efficacy from the learning environments concerned. The validity and reliability of the TROFLEI were established. The results of the study compared the associations that existed between the scales of the TROFLEI along with the Attitudes scales. The results also compared the actual and preferred learning environments of students, and established any significant differences that existed between the two facets. The study established any gender differences that existed with regards to the scales of the TROFLEI. Post hoc tests established the institutional differences with regards to the scales of TROFLEI.

Classroom learning environment and its association with students’ attitudes towards physics in Brunei Darussalam Leong Chuin Fui, Mohd Rafi Abdullah Bayoh & Hunus Riah University of Brunei Darussalam, Brunei

The classroom learning environment has been a thriving field of research in science education for the last four decades. Nevertheless, it seems that insufficient attention has been given specifically to physics education. This study is put forward as an attempt to widen the scope of classroom learning environment research. This paper reports a study on physics students’ perceptions of the classroom environment in Brunei Darussalam. The sample consisted of 466 secondary year 9 physics students from eight secondary schools of which 220 were males and 246 were females. Students’ perceptions of their classroom environment were assessed by using an instrument developed by Fraser, Fisher and McRobbie (1996) while students’ attitudes towards physics were measured by an adapted version developed by Aiken (1976). The study found that 1) students perceived their classroom environment as favourable, 2) females and males differed in their perceptions of the physics classroom learning environment, and 3) students’ classroom learning environments were related to their attitudes towards physics. The implications of the study are discussed in the paper. Session 4.7 (SPECIAL PRESENTATION)

The Excellence Research Center of Science and Mathematics Education (ECSME): Vision and achievements Dr. Fahad Suliman Alshaya The Excellence Research Center of Science and Mathematics Education (ECSME), King Saud University, Saudi Arabia

The Excellence Research Center of Science and Mathematics Education (ECSME) was established at King Saud University (KSU), Saudi Arabia, on September 15, 2007, and funded from the Ministry of Higher Education. ECSME’s vision is to become the foremost research house of expertise in science and mathematics education across the Arab World with internationally recognized capabilities, and ECSME’s mission is doing 78

research for the advancement of science and mathematics education, contribution to the professional development of researchers, and active engagement in outreach activities in the form of research work and consulting services. ECSME has five research groups, including: professional development for science and mathematics teachers, teaching and learning science and mathematics in the elementary school, constructive assessment of science and mathematics learning, evaluation and analysis of science and mathematics curricula in general education, and development of introductory physics courses. ECSME is represented in five of the scientific and administrative councils and committees, and has collaborative dialogues with 22 of the educational entities in the Kingdom. The Center has signed nine national and international collaborative agreements, sponsored one research chair, produced 41 articles in respected national, regional and international journals, participated in 28 conferences, published six books and reports, supported 20 graduate student theses, and conducted 48 discussion forums and 46 training sessions. This presentation will explain the activities of the center, and focus on its obstacles and challenges.

CONTRIBUTION TO SCIENCE AND MATHEMATICS EDUCATION BY SCIENCE AND MATHEMATICS EDUCATION CENTRE, CURTIN UNIVERSITY Darrell Fisher Curtin University – Perth Australia SMEC operates within the School of Science in the Faculty of Science & Engineering. It also has a close relationship with the School of Education. The Centre offers postgraduate studies in science, mathematics and technology education and has a national and international reputation for excellence in research and development. The Science and Mathematics Education Centre (SMEC) began approximately 25 years ago within the Division of Engineering, Science and Computing as Curtin’s only exclusively postgraduate teaching area. Its mission is to undertake excellent research and to offer world-leading postgraduate programs that provide continuing professional development for science and mathematics educators at the primary, secondary and tertiary levels (including educators in informal settings such as science museums). SMEC’s growth was accelerated by the award of the Australian Research Council (ARC) Key Centre for School Science and Mathematics (Especially for Women), which was funded during 1988-96 and whose title continues today. Currently SMEC enjoys the status of one of Curtin’s elite University Research Institutes. With over 400 current postgraduate students (mainly part-time), including 300 doctoral students, SMEC now has the largest postgraduate program in the world in science and mathematics education.

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Session 4.8 (ARABIC)

Finding the solution: Strategies and educational content Muhammed Ahmed Abboro University of the Holy Quran, Sudan

This study aimed to investigate the procedures and ways of mathematics problem solutions, and review of the appropriate strategies a mathematics teacher can adopt and apply inside the classroom, and the educational contents these strategies imply. The following questions define the problem of the study: What is the role of the mathematics teacher in the classroom? What are the steps that the mathematics teacher follow when solving a problem? and What are the educational contents that are implied in the strategy of solution? To answer these questions, the researcher presents a model for a problem in the three dimensional Euclidian Geometry, and reviews strategies, teaching skills and educational contents required for the situation. Presenting mathematics in an interesting way results in interaction between the students and the teacher, and hence students learn mathematics willingly. The principal factor of the success of learning is, first and foremost, the availability of the qualified mathematics teacher who could practise his job in an effective and feasible way: The success in teaching mathematics depends on qualifying and training teachers using attractive and effective methods, and then providing them with findings and recommendations which urge them to consider the student prior to the subject. Their attention needs to be drawn to the fact that students do not understand if they do not imagine the motives or the ulterior motives behind their successive steps, and the way they solve the problem. The study also finds that the set objectives and the clarified motives increase interest. So the solution of mathematics problems should not be dictated to the students, but they should be taken gradually towards it, and feel that they discover the solution. The researcher concludes his study with many recommendations. The Spatial Ability among The Students of Mathematics and Art Education at The King Faisal University and Its Relationships with Some Variables Khaled S. Ben-Motreb1 Khaled M. Al-Saud Assistant Professor in Math Education Assistant Professor in Art Education Curriculum & Instruction Dept. Art Education Dept. King Faisal University- Saudi Arabia The purpose of this study is identifying the relationship between spatial ability and both of the mathematical ability required in Geometry and the artistic ability required in Ceramic and Pottery. In addition the study tries to shed light on the spatial ability tests, which are very rarely utilized in Saudi education, and their capability to predict the success in some courses such as Geometry and Pottery. The sample consist of the students in the Geometry-I course in the Mathematics department at the School of Science, and the students in the Ceramic and Pottery course in the Art Education department at the School of Education in KFU. The study utilizes the spatial ability test

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prepared by (Titus & Horsman, 2006) which was translated and validated for Arab students by (Ryan, 2008). Descriptive and inferential statistics will be used to analyze students responses to the spatial ability test. Moreover, the relationships of their responses and their mathematical ability and artistic ability will be investigated to understand how the study variables relate to one another PARALLEL SESSION 5 TUESDAY 6th NOVEMBER 10.00 AM – 11.00 AM Session 5.1

Is the Spatial Ability in Physical Education Related to Mathematics? Hashem A. Kilani, Ph.D. College of Education, Sultan Qaboos University, Oman

Physical education is often not perceived as an academic subject like mathematics or science. Thus, the legitimacy of physical education as a subject area has been questioned. However, physical education majors' background requirements in biomechanics, motor learning control and exercise physiology prepare them for meaningful integration of maths and science. Consequently, an interdisciplinary collaboration between maths, science, and physical education is required. The ability to perceive or solve problems associated with relationships between objects or figures, including position, direction, size, form, and distance is called the spatial ability. Physical education and mathematics share a complementary focus on the development of spatial ability. Children's motor skills improve as they learn to better select, process, and organize information from their environment. Similarly, many mathematics educators emphasize the development of spatial ability because they believe that children with strong spatial abilities are better prepared to learn geometric, measurement, and number concepts. On the other hand, children with dyspraxia suffered from motor coordination difficulties and spatial perceptual weaknesses related to mathematics. The purpose of this paper is to highlight a number of spatial factors in both mathematical and motor-learning literature relevant to the learning of mathematics. Although, the primary goal of education is to help students gain the knowledge and skills necessary to solve the problems that will occur in life, spatial ability, focusing on drama, creative movement, dance, manipulative, classroom games, physical education, and exercise; are of the most factor that comprehend other forms of knowing. Therefore, physical educators teach spatial ability by necessity because all movement takes place in space.

Using productive pedagogies framework by Omani mathematics middle -school teachers: Benefits and challenges Khoula Zahir Alhosni and Bill Atweh Curtin University, Australia

Productive Pedagogy is a framework for enhancing the quality of teaching and students' learning. This four-dimensional framework for classroom practice was based on the findings of a longitudinal research on school reform undertaken in Queensland in 81

Australia and on the US school reform literature on Authentic Pedagogy. The four dimensions of Productive Pedagogy are: intellectual quality, supportive classroom environment, connectedness, and recognition of the difference. This paper aims to investigate the value of applying Productive Pedagogies by a group of six Omani mathematics teachers, who teach grades seven and ten, in their mathematics classrooms. It also identifies the challenges experienced by these mathematics teachers which limit their ability to implement Productive Pedagogies. Drawing on data from classroom observations of the participants’ teaching and group discussions as well as teachers' interviews about their experience of applying Productive Pedagogies, teachers expressed positive views indicating the usefulness of Productive Pedagogies on improving their teaching practices and students’ learning and engagement. Challenges, that undermined teachers’ best efforts to apply Productive Pedagogies in their classrooms, are also identified in this paper.

Using blocks for teaching mathematics in early childhood education Ms. Zainab Al Lawati and Dr. Ali Kemal Tekin College of Education, Sultan Qaboos University, Oman

Play is a very important aspect of life for young children as they spend most of their time on this experience. Therefore, taking a Froebelian perspective, many researchers and practitioners suggest that play, as a joyful activity for young learners, is an immense part of education in early years since it has become a significant area where the instruction of certain academic subjects can be incorporated. Thus, many early childhood programs and teachers place a great deal of emphasis on play and try to make use of it in teaching various domains of academic development such as mathematics. However, different play materials and objects are available to be utilized for the improvement of each academic area. For example, there is an assortment of toys and other play materials targeting the math skill of children. Among these materials, block units, either wooden or plastic-made are the most popular ones. Hence, this paper aims to address the benefits of using blocks in teaching math to young children and provide tips about how to employ these materials in the classroom. The authors also provide information about how to select block materials for teachers, parents, and other practitioners.

Session 5.2

Motivation to learn science and teacher-student relationships as perceived by middle school Omani female students Ms. Amal Alhadabi and Dr. Said Aldhafri Sultan Qaboos University, Oman The current study aimed to determine the relationships between students’ perceptions of relationships with their teachers and levels of their motivation to learn science. Teacher82

student relationships are defined in term of (1) teachers’ personal characteristics (caring about students’ interest, respecting them, enhancing confidence and security while building relations, and high expectations) and (2) teaching qualities (attracting students' attention, considering learning styles, varying teaching methods, and encouraging classroom management styles that raise learning motivations). These aspects of teacherstudent relationships are expected to yield positive student outcomes. Motivation to learn science is defined as internal and external situations that motivate students to adopt certain behaviors; to continue doing or changing these behaviors if necessary to achieve a particular goal. To achieve the objectives of the current study, the researchers used the teacher-student relationship scale (84 items, reliability = 0.95) and the motivation to learn science scale (69 items, reliability = 0.88). Both measures were five-point Likert scales. A sample of 101 students, grades 8, 9, and 10 from the South Batinah school district participated in the study. The results showed positive and statistically significant correlations between teacher-student relationships and motivation to learn. Gender differences were found in both teacher-student relationships and levels of motivation to learn science.

Assessing scientific literacy by ‘equivalent’ tests in different languages Ron Martin Australian Council for Educational Research, Australia Increasingly, a comparative measure of students’ scientific literacy is sought both between and within countries. This invariably involves the ‘same’ test being sat in different languages. This paper examines issues arising from the assessment of science material of equivalent methodological or conceptual equivalence in different languages, in particular Arabic and English. To illustrate the problems arising from such assessments, data and analyses from testing done in the United Arab Emirates and in the Programme for International Student Assessment (PISA) are used. Two contexts are investigated: the first examines ‘equivalent’ assessments where the languages arise in different cultures i.e. in countries with different languages; the second examines ‘equivalent’ assessments in the same cultural milieu. In the latter context a cohort tested in their native (first) language is compared to a cohort tested in an alternative language where that language is a ‘second’ language. In the first instance, the ways in which cultural influences can be separated from language effects is discussed while an adjustment is made for the ‘second language’ effect in the second instance prior to comparison. Effects on item difficulty of differences in readability, as assessed by experienced raters, are addressed. Readability factors include vocabulary, complexity and quantity of text used in stimuli, question stems and multiple choice options. The quality of translation, the influence of formatting styles and the nature of reviewing panels are also considered.

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A comparative analysis of contemporary and traditional test types and their validity issues Dr. Ali Kemal Tekin College of Education, Sultan Qaboos University, Oman

There are several types of tests being used in education. These test types come along with their validity issues which are of great importance since validity is a crucial element of a test, what makes it a good or bad test. This study explores different test types in accordance with their validity aspects. It examines: (1) performance-based assessments compared to traditional norm-referenced tests, and (2) computerized-adaptive tests compared to classic paper-pencil tests. Examples on target are given and recommendations are provided.

Session 5.3

Comparison of proximal and remote teaching of an engineering design unit Rupa Vuthaluru, Gordon Ingram and Hari Vuthaluru Department of Chemical and Petroleum Engineering, Curtin University, Australia

This case study presents a comparison between a distance education (DE) engineering design unit and an equivalent face-to-face (FTF) unit. The motivation was to evaluate the strengths and weaknesses of our implementation of distance delivery mode in comparison to FTF mode for a unit that is highly interactive by nature. The Design Project is the capstone unit of the undergraduate chemical engineering degree and is a required unit for postgraduate students taking chemical engineering conversion courses. Students undertake the design of a complex chemical engineering plant over one semester, which involves tasks such as the evaluation of alternative technologies, plant site selection, economic assessment and the detailed design of equipment items. The assessments include progress reports in the form of individual and group technical memos, a group presentation and a final report, which has both group and individual parts. FTF students typically attend a lecture series in the first half of the semester, work in groups of four or five, have weekly meetings with an academic supervisor and maintain regular contact with an industrial mentor. Consultation with their academic supervisor and weekly onehour lectures are readily provided online for DE students, while FTF presentations were replaced by the submission of video recordings for DE students. Comparison of DE with FTF mode in terms of several key issues, including fairness in assessment, quality of the design work produced, communication and teamwork, revealed that the performances of DE students are on par with FTF students indicating equity in attaining relevant graduate attributes.

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Effective mental modelling and cognitive factors in teaching programming Don Kannangara Waiariki Institute of Technology, Rotorua, New Zealand Darrell Fisher Curtin University, Perth, Australia

Mental modelling in the form of graphics and statues has been used over a couple of centuries for different purposes. Recent research projects have focused on using such models in effective teaching. In addition, there have been many research projects based on Cognitive Load Theory (CLT) to investigate better ways of handing germane, intrinsic, and extraneous memory loads on the working memory of learners. The mental modelling technique has been found to be associated with most of the fundamental principles of the Cognitive Load Theory (CLT). This research was based on the findings of classroom experiments using activities based on mental modelling, such as analogies, worked examples, and scaffolding, and adhering to the principles of CLT. The context for this research involved teaching Java programming concepts at the introductory level. The study reports on the effect of such activities in teaching Java programming principles.

How has technology changed the way we view our careers? Brenda Lloyd [email protected] Whitireia, New Zealand

Not all that long ago the majority of people lived and worked in close geographical proximity to where they were born. Technology has broadened our horizons, so now it is a lot easier to obtain work outside our geographical area. This paper looks at how this has impacted on our career management. What are some of the advantages and disadvantages of this new era? The Internet, social networking and the abundance of information all play a part. The mixing of cultures and experiences also has an effect on the workplace. Is all this a good thing? What are the downfalls? Employers now have a larger pool of prospective employees, but how do they overcome the problems of not knowing the person, or being fully informed of the environment from where they have come. Employers have a myriad of positions from a vast variety of source to choose from, the problem then becomes how to filter these options. There are tools available to help both sides, but where does the previously critical position fit in this brave new world? I hope to shed some light on at least some of these issues. Keywords: career management, technology, Internet, employers, employees

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Session 5.4

The effectiveness of a proposed instructional material in precalculus for the students of the University of Nizwa, Sultanate of Oman Gary Q. Dacanay University of Nizwa, Sultanate of Oman

This study was focused on the preparation of the proposed instructional material in the teaching of precalculus to the students of the University of Nizwa, Sultanate of Oman. The effectiveness of the instructional material was investigated using the randomized block design. Informal interviews and consultations with the mathematics specialists and library and internet research were employed to come up with the first draft of the proposed instructional material in precalculus. The eleven mathematics specialists with more than two years of teaching in the University of Nizwa validated the contents of the material. Comments and suggestions were considered in the revision of the first draft of the instructional material. The mathematics specialists and the students of the University of Nizwa evaluated the instructional material in precalculus as “very good.” There were significant differences among the posttest mean scores of the student respondents using the one way ANOVA test. Further testing using the Tukey test showed that students taught with the use of the proposed instructional material in precalculus performed better in the posttest when compared to the students who were taught with the use of precalculus textbooks. The t-test value -25.1381 reveals that there is a significant difference in the pretest and posttest mean scores of the students. Based on the findings of the study, the proposed instructional material in precalculus was effective in enhancing students’ achievement in precalculus.

Headstart mathematics for science students Mark Nelson, Anne Porter and Bothaina Bukhatwa School of Mathematics and Applied Statistics, University of Wollongong, Australia Many students find the transition from high school to university mathematics difficult, particularly students with weaker backgrounds in mathematics. Over several years the development of introductory mathematics and statistics subjects has been guided by a quality cycle of planning, acting, reviewing and improving. From 2008 students have been provided with embedded support in the form of video resources (for example through http://www.math.uow.edu.au/subjects/summer/subjects/m151.html). From 2011 the learning design in the student management system linked tasks with primary resources and supports. For mathematics the assessment system was composed of skill tests, assignments and a final examination. Many students still struggled in mastering the required concepts. In 2012 a headstart program, partially modelled on a successful headstart program for statistics students, allowed students to commence work before the start of session. In both headstart programs students were able to complete two weeks work prior to the start of session. The headstart modules relate specifically to the subject on offer providing an alternative commencement to the subject. In the statistics program the students were also able to complete one piece of assessment whereas the mathematics students were not. The programs work by providing the students with additional time to 86

engage with the subject and provide additional resources so that at any time in the subject students can revisit its initial content. Consequently the headstart program must blend seamlessly into the subject content. In this paper the results of the mathematics headstart are examined with comparisons drawn with the statistics headstart program.

Influences of generalization in teaching integral concept Nourooz Hashemi, Mohd Salleh Bin Abu and Hamidreza Kashefi Department of Science and Mathematics Education, Faculty of Education, Universitti Teknologi Malaysia, Malaysia

In recent years there has been a growing body of research which analyzes the effects of generalization in mathematics teaching and learning. However, this growth has been formed generally and there is a deep lack of interest in its application and details such as: limitation, derivation and integration. The main goal of this study is to evaluate the influence of generalization techniques in problem solving and teaching of integral concepts, based on trying to implement a teaching process by generating strategies in class. Results revealed that using generalization strategies in the teaching process is useful and effective and it is much oppressed in mathematics teaching and mathematical problem solving processes.

Session 5.5

Omani 12th grade students' perceptions about scientists and their works Abdullah Ambusaidi Sultan Qaboos University, Oman Fatma Al-Muqeemi and Maya Al-Salmi Ministry of Education, Oman It is very important to explore 12th grade students' perceptions about scientists and their works due to the fact that it is one of the key elements that influence theses students to choose science subjects in higher education. The current study is the only study that was conducted in the Omani context to investigate what perceptions 12th grade students have about scientists and their work. In addition, the study aimed to find out if these perceptions differ according to gender. The sample of the study consisted of more than 700 12th grade male and female students chosen randomly from four Governorates in the Sultanate of Oman. To achieve the study's aim, a questionnaire about perceptions of scientists and their works was developed consisting of 37 statements or items divided into four domains. These are the source of information about scientists, the relationship between scientists and society, views about scientists' works and scientists' ethics when doing science works. The questionnaire was validated by ten specialists in science education. Its reliability was computed by Cronbach Alpha of internal consistency which gave the value of 0.85. The results of the study will be used to propose several recommendations and suggestions for science teachers and other decision makers. 87

Elements of chemistry: the books and their authors. Dr W. P Palmer Curtin University, Australia

The title, Elements of chemistry or The elements of chemistry, is a very common and very ancient title for chemistry textbooks, yet it is still used currently. The reason for the popularity of the title is probably the double meaning of the word ‘element’ illustrating both the chemical elements as basic building blocks of matter and also as something that is easy or elementary. Following a single title provides a history of textbooks and also a history of the way in which chemistry was taught over a period of 250 years. Following the books with this title will demonstrate how different textbook authors tackled the task at different times, at different academic levels and in different countries. The opportunity will also be taken to provide some aspects of the life histories of the authors of the books, which places the texts within an historical context. Books with more specialist titles such as Elements of physical chemistry, Elements of agricultural chemistry or Elements of organic chemistry etc were excluded to cut down on the vast number of books that otherwise can be found on ‘Worldcat’. Nearly a hundred books were found with the title Elements of chemistry with or without the definite article; ten of these will be chosen to illustrate the history of the chemistry text and the lives of their authors.

Session 5.6

Education and millennium development goals: Issues and concerns (A case study based on a Tea Garden Community in Jorhat District, Assam, India) Archana Bhattacharjee Department of English, Kakojan College, Jorhat, Assam, India

Education is a concept with meaning as it encompasses the entire life of an individual and society. The two concepts, education and development are inseparable from each other because only a developed mind can have education and only an educated man can pave the way for development. Primary education is the foundation on which the development of every citizen and the nation as a whole is built on. But India is yet to achieve the elusive goal of Universalization of Elementary Education (UE), which means 100 percent enrolment of children with schooling facilities in all habitations. The state of Assam in India’s North East is one of the remotest and most problematic regions. Here development often competes with tradition in predominantly backward communities that have lived the same life-style over a long span of time. A modest attempt was made in this study to see what the obstacles are coming in the way of Millennium Development goal of Universalizing Primary Education. The Tea Garden Community forms the backbone of Assam’s economy. A case study was taken up in a Tea Garden Area of Jorhat district of Assam. Primary data was collected through interview schedules, observations recorded in the investigators diary, focused discussions with the teachers of the schools and interview with various functionaries of the Tea Garden Management 88

Committee. The study reveals that many hindrances such as economic, social, educational and administrative control come in the way of successful implementation of Education of All (EFA) at the grass root level.

A theoretical perspective on the learning activities taking place in multiuser virtual learning environments Dr Susan Chard Whitireia Polytechnic, New Zealand

This paper uses theories of learning to analyse the activities taking place in a Multiuser Virtual Learning Environment (MUVE) used by Information Technology Students. A framework of activities to support various theories of learning was developed for this analysis. The activities taking place in the MUVE were mapped to this framework, identifying a theoretical basis for the learning taking place within the MUVE. Further analysis of the activities provided through the MUVE against this framework highlights future strategies to realise the potential of MUVEs to empower the learners of the future.

Does the curriculum match workplace requirements Dr Gregor Lomas and Kelvin Mills The University of Auckland, New Zealand

This paper examines correspondences and disjunctions within a national curriculum and between various aspects of its delivery, and how these align with the mathematical needs of the workplace. This is investigated in the context of the New Zealand school mathematics curriculum, a nationally approved focus on numeracy; the senior school assessment régime, and the numeracy requirements of toolmaking (an important branch of mechanical engineering). In theory, the number/numeracy aspects of: the New Zealand Curriculum (Years 1 to 13) along with the published ‘standards’; the Numeracy Development Project [NDP] (content and assessment for Years 1 to 8); the National Certificate of Education Achievement [NCEA] (content and assessment for Years 11 to 13); profession/vocation specific curriculula and the workplace should form a logical learning progression in numeracy. That is, the Level 1 NCEA number Achievement Standard (Year 11) should be strongly aligned with the aims and objectives of NDP (begun in the early years of primary schooling) and with the numeracy needs of the workplace. While the Level 1 Number mathematics curricula content was reasonably consistent with the assessment régime, although not neccassarily covering all content aspects, the assessment régime was not particularly congruent with the gaining of the thorough knowledge (mastery) required in workplace practice. This was in contrast to the NDP where mastery of curriculum content was inherent and an implied necessity for progression through the stages of learning. Session 5.7

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EXAMINING THE POSSIBILITY OF USING A CULTURAL VILLAGE AS A SITE FOR MATHEMATISATION Sylvia Madusise and Willy Mwakapenda Department of Mathematics, Science and Technology Education, Tshwane University of Technology, Soshanguve South Campus, Pretoria, South Africa

This paper examines the potential of using a South African cultural village as a site for mathematisation. It examines the possibility of using that site from a number of theoretical perspectives concerned with the nature of mathematics, its location in society and cultures, and the extent to which mathematics can be ‘extracted’ from one site and then taught/learned in another. We argue that mathematics is a social construct which is culture-laden; therefore cultural activities are awash with mathematical ideas. One’s conception of mathematics influences the way he/she teaches. We support the notion that learning can be transferred from one context to another, and observe that where transfer might appear to be almost unachievable, the teacher can scaffold the bridging of the contexts involved.

Why are students using web-based learning resources in mathematics outside the classroom? Dr. Tomas Bergqvist Umeå Mathematics Education Research Centre, Umeå University, Sweden. Young people’s use of computers and Internet is in constant change and development. The aim of this presentation is to discuss the situation of students using web-based learning resources (WBLR) outside the classroom. The base for the discussion is an empirical study aiming to understand what students do when they access the resources and why they use the resources. To better understand the reasons behind the students’ choices, Activity Theory (Mellin-Olsen, 1987) will be used. Mellin-Olsen identified Irationale and S-rationale as central for the learning of mathematics in school. Eleven students that to some extent had used WBLR were interviewed, five in school year eight and six in school year twelve. The results indicate that the extent of the use of the resources were very limited and that the two main activities the students engage in are very similar to those they are used to from the classroom; i) practicing rote learning and ii) listening to solutions of tasks by a teacher. The students in upper secondary school used arguments that clearly show that the I-rationale dominates, arguments tightly connected to grades, tests and results, aspects that will be of importance for the students in the future. The difference becomes clear when you compare to the younger students where the S-rationale dominated. The impression from the interviews was also that the younger students to a larger extent were open to new resources and more willing to search for new sites and try out what they found.

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Establishing the construct validity and reliability of an Urdu translation of the Test Anxiety Inventory Dr. Muhammad Shabbir Ali Institute of Education and Research, University of the Punjab, Lahore, Pakistan

The aim of this study was to explore the psychometric properties of an Urdu translation of the Test Anxiety Inventory (U-TAI) and replicate basic findings regarding gender differences and relations with performance. 1885 secondary school students from the Punjab province of Pakistan completed the U-TAI approximately three months before taking the Secondary School Certificate examinations (the school leaving examinations in Pakistan) and data collected for examination performance in maths and science. A two-factor structure consisting of worry and emotionality components showed acceptable construct validity and internal reliability. Female students reported higher test anxiety scores, and inverse relations with performance were stronger for the worry component. The TAI-U has showed sufficient validity and reliability to be used in subsequent research in Urdu speaking secondary school students.

PARALLEL SESSION 6 TUESDAY 6TH NOVEMBER 11.30 AM – 12.30 PM Session 6.1

Representations of Pupils and Teachers in Formation (Primary) with Regard to the Inertia Law Abdeljalil Métioui Université du Québec à Montréal, Canada Louis Trudel Fathi Matoussi Université virtuelle de Tunis, Tunisie

The works of numerous researchers demonstrate that among the pupils of the elementary school (7 to 12 years), the representations of force and motion are naives and similar to some theories developed during history which have been refuted since the advent of classic mechanics as developed by Newton. These false representations should normally be changed following formal training, but several works demonstrate that they persist despite explicit teaching (Mc Closkey, 1983; Driver, Guesne and Tiberghien, 1985; Sequeira and Leite, 1991; McDermott, 2003). The present communication tackles this problem and thus the objective is to identify the representations of 58 pupils (age between 10 and 12 years) and 85 elementary pre-service teachers (aged between 19 and 23 years) with regard to the inertia law. The analysis of the data of a questionnaire that we had them complete demonstrates that they share the same representations as those developed in the context of the physics of motion by Aristotle, 500 years before Jesus Christ and as those of the theory of the impetus developed by Buridan in the 19 th 91

century. In conclusion, we will present in the context of the initial formation of the teachers, some environments that take into account the representations identified in this research and those developed during history. These environments appear in a constructivist perspective centered on the notion of conceptual conflict.

A distinction between universality and particularity of things in science teaching Nakajo, Mitsuru Faculty of Education, Kochi University, Japan Kawasaki, Ken General Education Section, Kochi University of Technology, Japan This presentation introduces a science teacher’s attempt to nurture the scientific worldview in students’ minds in a primary science lesson for the fifth grade in Japan. There, the Japanese language is students’ first language and is also the medium for instruction. However, this language is unsuitable for expressing scientific concepts because it does not have any fully established method of composing abstract nouns that play a critical role in scientific thoughts and expressions. For example, the Japanese language does not distinguish between names for an individual and for a species to which the individuals belong. Acquiring the Japanese language as their first language, students internalize the Japanese style of naming. This is how to arrange things, which can be called a worldview. The Japanese worldview is different from the scientific worldview based on the dichotomy between the world of Idea and the phenomenal world. The teacher fully realized this difference in worldview, and conducted the lesson which was that there are males and females among fish. After the students observed several killifish, the teacher led the students in an abstraction activity. They gradually divided the killifish into two groups, males and females, disregarding individual differences. Because the Japanese language refers to both an individual and the species as exactly the same term ‘medaka,’ the teacher unceasingly drew students’ attention to a difference in concept between an individual and the groups. This distinction is the first step to abstraction and to the scientific way of thinking.

Attitudes and self-efficacy beliefs about science teaching of pre-service and in-service secondary science teachers Bob Chui Seng Yong Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei

Teachers teach more than the subject matter content. Concomitantly, they also bring into their classrooms values, interests, beliefs and attitudes. As much as teachers’ pedagogical knowledge, these psychological dimensions will undoubtedly have an immense influence on students’ academic performance. This study investigated pre-service and in-service teachers’ attitudes and self-efficacy beliefs about science teaching. The sample consisted 92

of teachers who were enrolled in the teacher education programmes at a local university. Of the 61 teachers who took part in the study, 41 were pre-service teachers and 20 were in-service teachers. Two separate questionnaires were used for data collection. The attitude questionnaire consisted of 18 items which measure teacher motivation, enjoyment and satisfaction in teaching science. The Science Teaching Efficacy Belief Scale (STEBS) questionnaire consisted of 26 items which measure personal self-efficacy of science teachers (PSEST) and outcome expectation of science teachers (OEST). Results show that both pre-service and in-service teachers displayed very positive attitudes towards teaching science and that both groups of teachers have strong efficacy beliefs about science teaching. Furthermore, there were statistically significant differences in attitudes and self-efficacy beliefs between pre-service and in-service teachers. Implications of the study are discussed.

Session 6.2

Development of a grading rubric for online forum use in mathematics education courses Effandi Zakaria, Norazah Mohd Nordin, Md Yusoff Daud and Mohamed Amin Embi Faculty of Education, Universiti Kebangsaan, Malaysia This paper discusses the development of a grading rubric for online forum use in mathematics education courses. Rubrics are useful for assessing work in any classroom setting and especially helpful in online discussions, where all information must be clearly stated in course documents. The grading forum in an online learning environment can be quite challenging. In this paper, the authors share their experience in developing a grading rubric for an online forum that focuses on the following criteria: quality, quantity, timeliness and writing proficiency. This paper will also discuss students’ perceptions regarding the use of the grading rubric.

Omani social studies teachers’ beliefs about teaching in the lights of the theoretical principles of constructivism Saif Al-Maamari and Humaid Al-Saidi Sultan Qaboos University The present study was aimed at identifying the beliefs of social studies teachers in the Sultanate of Oman about teaching in the light of the principles of constructivism theory. The data was collected by using a questionnaire consisting of five parts: The prior knowledge of learners learning social studies is linked to learners’ life experience and the learning process is conducted through social dialogue. Learning social studies is structural, active, objectoriented and involves the learner in the learning process. After checking the validity and reliability, the instrument was distributed to the study sample which consisted of 111 social studies teachers from Al’batinah North Region. The results showed that social studies teachers have strong belief that teaching social studies should be in the light of constructivism principles. It also found that teachers’ gender and experience have no impact on teacher beliefs about teaching according to the principles of constructivism. 93

Session 6.3

How does a multi-representational mathematical ICT tool mediate teachers’ mathematical and pedagogical knowledge concerning variance and invariance? Dr Alison Clark-Wilson University of Chichester, United Kingdom

This presentation will outline the findings of a doctoral study that aimed to examine how teachers’ mathematical and pedagogical knowledge develop as they learn to use a multirepresentational technological tool, the TI-Nspire handheld device and computer software. It was conducted as an enquiry into the learning trajectories of a group of secondary mathematics teachers as they begin to use the device with a focus on their interpretations of mathematical variance and invariance. The research was situated within an English secondary school setting and it sought to reveal how teachers’ ideas shape, and are shaped by, their use of the technology through a scrutiny of the lesson artefacts, semi-structured interviews and lesson observations. Analysis of the data reveals the importance of the idea of the ‘hiccup’; that is the perturbation experienced by teachers during lessons stimulated by their use of the technology, which illuminates discontinuities within teachers’ knowledge. The study concluded that the use of such a multi-representational tool can substantially change the way in which both the teachers and their students perceive the notions of variance and invariance within dynamic mathematical environments. Furthermore, the study classifies the types of perturbations that underpin this conclusion. The study also contributes to the discourse on the design of mathematical problems and their associated instrumentation schemes in which linked multiple representations offer a new environment for developing mathematical meanings. In doing so, the research makes an original contribution to understanding what and how teachers learn about the concept of mathematical variance and invariance within a technological environment.

A HEURISTIC FOR HIGHER LEVEL STUDENT COGNITIVE THINKING AND QUESTIONING THROUGH COLLABORATIVE STUDENT DESIGNED WIKI-BASED CYBERHUNTS Dr Andre du Plessis and Prof Paul Webb Nelson Mandela Metropolitan University, Port Elizabeth, South Africa

The ‘Learner Centred Learning-By-Designing Extended Cyberhunt’ (LCLBDEC) strategy for teaching and learning was reported on in the Australian Journal of Educational Technology in 2011 and 2012. The purpose of this paper is not only to introduce this strategy, but to argue why it should be considered as a Wiki based platform (Linux, Windows, Mac and Tablet based) for student designed Cyberhunts with a view to take learning to a higher collaborative and cognitive level. This strategy entails that students become the designers of artefacts (web- or non-web based) on a topic(s) related to a module or course that can be student or lecture directed. The rationale is that when 94

students become the designers of a learning tool, they learn through design several essential 21st century skills such as effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving, the ability to communicate and interact with individuals and groups and content related aspects. These artefacts can then be used by the lecturer and other students to obtain a better understanding of the topic by using the completed collaborated student designed artefact(s). Students are required to find the necessary information in any format on the web, provide the hyperlinks and then pose questions on different cognitive levels of Bloom’s taxonomy; hence it is imperative that students are introduced to the taxonomy. In addition, they are required to provide a memorandum that can be used by other students, should they want to compare their responses with those of the designers. We are aware that there are many different web based strategies for learning, e.g. WebQuests, however we are of the opinion that this novel strategy offers more learning possibilities as students are the designers, and because it is easily implementable and flexible.

Exploring the literature on the integration of mathematics and technology education Dr Zafer Farraj Alshehri King Khalid University, Saudi Arabia

The integration of mathematics and technology education has been gaining an acceptance among educators. Some educators have been accepting the idea of integration, while others have been rejecting it. However, this paper attempts to review the existing literature on the integration of mathematics and technology education, particularly at the high school stage. It concludes with some implications and suggestions for further research.

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Session 6.4

MATLAB in first year engineering mathematics: A case study of bilingual students M. Abdul Majid and Z. A. Huneiti University of Ha’il, Ha’il, Saudi Arabia W. Balachandran Brunel University West London, United Kingdom

This study discusses the impact of computer technology integration as a supplement to a traditional calculus classroom. Due to students’ historical weakness in mathematics and inadequate proficiency in the language of instruction, i.e., English, small groups comprising two to three students were formed in which they used MATLAB as a learning tool for mathematics. A MATLAB manual with bilingual support was given to students with an aim to enhance their understanding and performance in the course. The study examined the effects of this model on students’ performance and attitudes of freshman engineering mathematics students at the University of Ha’il, Saudi Arabia. Two groups of students, namely, the experimental group and the control group, were considered in the study. The experimental group was exposed to both the traditional-classroom lectures and the instructor-led-MATLAB-supported instruction in small groups with bilingual support in a computer laboratory. The control group received the traditional classroom instruction with additional classroom-based tutorial sessions. The impact of this approach was positive as proven by the fact that on average students in the experimental group scored higher grades than those in the control group. The experimental group students achieved higher grades, that is, C and above in their final exam compared to the grades of control group students.

Transitioning to studio physics Curtis Bradley, Jan Beks, Kofi Agyeman, Kevin Dean, and Brian Bielenberg. Petroleum Institute, Abu Dhabi, United Arab Emirates

The Physics Department of the Petroleum Institute in Abu Dhabi is reforming its calculus-based, introductory Physics courses, inspired by new instructional models referred to in the literature as ‘Physics by Inquiry’, ‘Workshop Physics’, and ‘Studio Physics’. The studio approach entails a switch from a traditional lecture/lab format to a curriculum that aims to maximize student engagement and improve learning outcomes via more natural, student-centered instruction with greater emphasis on course accessibility, learner feedback, elements of inquiry, and the resolution of misconceptions. To facilitate these significant changes, course modifications have been gradually introduced to minimize ‘push back’ from students and faculty. In our efforts, we have redesigned our teaching schedule, iteratively revised classroom/laboratory learning activities, and most recently converted our Physics 1 (Mechanics) Laboratories to purpose-built Physics Studios. The impacts of the studio approach have been measured 96

via a combination of quantitative and qualitative instruments including comparison of student performance on common examinations, student course and instructor evaluations, comparative student gains on the Force Concept Inventory, and focus groups. In this talk we provide an overview of our revised curriculum, discuss the reorientation of our students and faculty, present our new Physics Studio layout, and highlight the documented impacts. Overall, we see Studio Physics not only promoting greater depth of Physics learning and understanding, but also as a means of creating pedagogical innovation with impact that is motivating for students, and can be expanded across all disciplines that serve as a foundation for more advanced work in sciences and engineering.

Data communication and networking concepts and learning styles Karam Singh Khokra, Waiariki Institute of Technology, Rotorua, New Zealand Darrell Fisher Curtin University, Australia

It is difficult to teach a data communication and networking course because it often involves complex and dynamic processes which are not visible to students and hard to conceptualize. Students are expected to understand complex communication protocols that depend on this underlying knowledge. The traditional approach to teaching a Data Communication and Networking Course usually consists of lectures, where a theoretical and mathematical basis is presented and few hands-on tasks on selected topics are undertaken in the laboratory. This approach to teaching is not always effective because a verbal or text based description does not convey the process of data communication adequately. The ideal approach to teaching such a course might be to allow students to experiment with real dedicated networks in a laboratory which is not a feasible solution for many institutions. Teachers often incorporate visualization, animation and simulation tools to support the learning process without knowing much about their learners. Students have different approaches to learning and different intellectual levels. They also have different learning styles, which are characteristic ways of taking in and processing information. Teachers have to take individual properties of students into account, while deciding the type of instruction and preparing their teaching scenarios for better teaching. This research study is aimed at identifying the topics which are difficult to comprehend for most of the undergraduate students when they were studying a Data Communication and Networking Course at level-6 in New Zealand. It also identifies the preferred teaching styles for each difficult topic from the student’s point of view. The result of a survey of students who recently completed such a course highlights the difficulty for certain learners and also suggests the preferred teaching styles for each area. The Index of Learning Style Questionnaire by Felder and Soloman is also used in this study to categorise the students into active/reflective, sensing/intuitive, visual/verbal and sequential/global dimensions.

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Session 6.5

Preparing New Paradigm Researchers to Transform Educational Landscapes Peter Charles Taylor Curtin University, Australia

Self-study of teaching using qualitative research methods is becoming popular amongst educational researchers in rapidly industrialising countries wishing to resolve the conflicting educational goals of preparing children for the modern world of science and technology whilst also sustaining their engagement in local cultures and languages. How can education respond creatively, ethically and meaningfully to this conflict of interests? Mohandas Ghandi famously entreated his people to “be the change you want to see in the world!” For educators undertaking postgraduate studies, transformative research into one's own teaching practice provides new methods for addressing this dilemma. Transformative research involves radical new ways of thinking and representation. Artsbased methods enable researchers to recover hidden cultural capital as they excavate their autobiographies, identify repressive practices as they politicise teaching, give voice to deep values and feelings as they explore ideals, and develop the skills and passion of professional change agents. This new paradigm research, which foregrounds the researcher’s emerging and complex subjectivity, cannot be validated in terms of the ‘gold standard’ of objectivity which regulates traditional research studies. Instead, alternative quality standards must be drawn from the interpretive, critical and postmodern paradigms which entered the educational research field over the past 30 years. In this presentation I shall draw on successfully completed doctoral studies by professional educators in Africa and Asia to provide practical examples of new research methods and their associated quality standards. The presentation will serve as an introduction to the symposium on transforming cultural landscapes.

An epistemological analysis of action research Dr. Huseyin Kotaman and Dr. Ali Kemal Tekin College of Education, Sultan Qaboos University, Oman

Gradually, action research (AR) is becoming one of the major methods employed in educational research inquiries. Many researchers and practitioners are enjoying the convenient and flexible dimensions of this relatively new approach such as being rich, open, dynamic, situation-based, and participatory in order to improve the instructional practice based on real learning context and experience. The advocates of AR also emphasize its constructivist foundations and the benefits of AR for professional development which has become a major focus for many teachers. However, consistently, some figures in the field criticize AR since they see it as not scientific enough within the concept of scientific inquiry in educational research by disparaging its philosophy, rationale, and tools as well as stressing on its limitations. Beyond the embroidered concurrent debate between quantitative and qualitative methodologies in educational research, these critiques to AR are to be specifically addressed which is a crucial, yet 98

ignored, issue. Hence, this paper attempts to conduct an in-depth epistemological analysis of AR with respect to three dominant research paradigms; positivism, post-positivism, and interpretivism (anti-positivism).

Rethinking the history of inclusion of IKS in school curricula: Endeavoring to legitimate the subject Emilia Z. de F. Afonso Nhalevilo Centre for Mozambican Studies and Ethnoscience, Pedagogical University of Mozambique, Mozambique

Much has been said and written about Indigenous Knowledge Systems (IKS) or, as it is also termed, Traditional Ecological Knowledge (TEK). My paper does not intend to discuss how it should be termed, although this is also an important issue as the way we name it frames the possibilities we open for this kind of knowledge. The paper rather looks historically at Indigenous knowledge inclusion in school curriculum, taking as an example the practice in Mozambique. So far, many strategies in so-called culturally inclusive science curricula tend to take students along the pathway of cultural assimilation by integrating IKS into World Modern Science topics. IKS is therefore taken as an instrument for serving the goals of World Modern Science. I argue that we need to find legitimated theories to integrate IKS in order to counteract the practice of teaching IKS in science classrooms detached from its own sociocultural context. IKS is not only about ‘knowledge’ it is also about sociocultural values, ontologies and epistemologies, and to ignore them is a forged victory for IKS. My reflections are based on the Southern African context.

Session 6.6 SCIENCE CURRICULUM REFORM IN KUWAITI SCHOOLS

Ahmad Alshammari School of Education, University of Exeter, United Kingdom

In 2008, the Ministry of Education (MoE) in the State of Kuwait started to reform the science curriculum for all school stages: primary (1-5) grades, intermediate (6-9) grades and secondary (10-12) grades. The old science curriculum was taught from 1995 without any change or reform. The purpose of this study is to answer some questions about the curriculum reform process, such as: Why are the science curricula reformed? And, how are science curricula reformed? Document analysis, questionnaires and interviews with teachers, students and policy makers were used to answer these questions. This study focused on the science curriculum reform process and revealed the challenges and difficulties in reforming the curriculum. Data findings indicated that the current science curriculum is published by an American company and taught in some American schools. 99

The current curriculum was translated into the Arabic language before it was used in Kuwaiti schools. The difficulties and challenges facing the teachers when teaching this curriculum are related to the students’ culture and society, lack of teaching tools in the schools, or the fact that the MoE did not provide any course training related to the new curriculum. To conclude, the findings suggest that the new curriculum should be reviewed and modified to be related to Kuwait’s culture and society.

Modeling relationships among learning, attitudes, selfperceptions and science achievement in TIMSS for 8 th grade Saudi students M'hamed Tighezza* The Excellence Center of Science and Mathematics Education, King Saud University, Saudi Arabia

The purpose of the present study was to examine the validity of science achievement modeling in terms of affective (science attitudes and satisfaction), learning practices (active learning) and motivational (self-confidence and perceived science value) variables. Two models were tested: Full-mediation Model and Partial-mediation Model. In the Full-mediation Model, the effect of the independent variables: satisfaction, attitudes, and active learning, upon achievement is completely channeled through science value and self-confidence mediators. In the Partial-mediation model, however, satisfaction, attitudes, and active learning affect directly achievement as well as indirectly through the mediating role of science value and self-confidence. Data were obtained from 4099 Saudi 8th graders who participated in TIMSS 2007. The relationships among constructs were examined with the use of structural equation modeling software Lisrel8.8. Results indicate that both models: Full- and Partial-mediation Models perform well in terms of fit indices, but the Partial-mediation Model was retained due to its superiority over the Full-mediation Model in representing the sample covariance matrix as tested through Chi-square difference test. The mediating role of self-confidence in the relationships of attitudes and active learning to achievement was substantiated, but the mediating role of science value was not supported.

Engineering and technology education in primary schools Rekha Koul and Nicoleta Maynard Curtin University, Australia

This presentation reports on the findings of the first phase of an Engineering Education action research project. The project aims at developing interest and understanding among primary school students in engineering and technology as potential career choices in order to redress the inadequacy of trained professionals in the fields of Engineering and Technology, to satisfy increasing demand. The research team in collaboration with students, teachers and school administrators worked on developing possible engineering curriculum modules that can be used to extend existing science curricula in primary 100

schools. Participating students completed pre-assessments and post-assessments that included questions about general engineering and technology concepts. Analysis of data reveals that students have a limited understanding about engineering and technology. Post assessments indicated statistically significant difference in student understanding after their exposure to engineering curriculum. All participating teachers and researchers worked together as a caring, trusting team sharing unique talents and resources to provide an improved learning environment for students to develop their understanding. This research further demonstrated a successful development of a body of research that enhanced excellence in teaching and learning of engineering and technology concepts by primary school students.

Session 6.7

Establishing industry science links in higher education: Towards achieving a knowledge based economy in Oman Dr. Issa Al Balushi Gulf College, Oman

Since dependence on oil cannot be sustainable in the long run for Oman, a shift towards a knowledge economy becomes critical in order to develop a structure of production with which it can become globally competitive over time. In this, the determinants of a supportive technological infrastructure assume criticality. Improvements in technological infrastructure can lead to knowledge related changes in the structure of production. The knowledge-based economy or new ‘e-conomy’ (Baily and Lawrence, 2001) is based upon an abundant resource endowment of knowledge with a highly educated and mobile labour force without bureaucratic or geographical constraints. The main aim of this research is to explore the determinants of successful industry-science links (ISL), involving cooperation between firms and universities, in order to assist the development of a diversified knowledge-based economy in Oman. The researcher used the development of these links in the advanced countries for the necessary benchmarking. Interactions between industry and science institutions aim at the exchange of knowledge and technology and, when successful, promote the enhanced innovativeness and competitiveness of the ISL partners. At present, not many universities and colleges in Oman see the importance of establishing links between them and the industries and so based on this premise, the researcher will look into the benefits of ISL and how this can possibly lead to establishing a knowledge-based economy in Oman. Further, the researcher will explain the components that relate to ISL and why it is necessary for higher education institutions in Oman to venture into such collaborative efforts.

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On readiness in calculus at the University of Nizwa, Sultunate of Oman Rolando R. Onilongo & Eduardo Lacap Jr. University of Nizwa, Oman

Calculus is a fundamental course for higher level engineering mathematics and applied sciences. This course requires mastery of several mathematical principles and theorem wherein a student taking this subject should be fully equipped with these necessary abilities. In this paper, the level of readiness of the students to take calculus is the main concern and it was investigated by looking at the student’s performance in the prerequisite course and their respective performance in a researcher-made test. The Readiness test is constructed based on the Table of Specification and it is specially designed to elicit a more robust level of readiness. The test was also subjected to internal expert evaluation and was found to be highly acceptable in all aspects and have a high reliability coefficient based on test item analysis. A descriptive method of research was employed to evaluate the performance of the respondents on the Readiness Test and Calculus I. Findings show that students who performed well in Pre-calculus were less likely to have performed well in Calculus I. On the other hand, students who performed well in the Readiness Test were likely to have performed well in Calculus I. In addition, the student’s TOEFEL score was not a good predictor of their performance in Calculus. The results of the findings can aid in the curriculum enrichment and in crafting future programs involving the student’s performance in calculus.

Educational research for early career academics Marianne McLaughlin, Vaille Dawson and Katherine Carson Science and Mathematics Education Centre, Curtin University, Perth, Australia

As universities moves towards becoming more research intensive while maintaining high standards in teaching and learning it is expected that all academic staff will engage in scholarship of teaching and learning. One aspect of scholarship is research in teaching and learning. Although academics may want to conduct educational research they do not necessarily have the research background to do so. Educational research has its own particular research paradigms, methodologies, data sources and methods of analysis some of which may be unfamiliar. In 2011, a curriculum resource and professional learning program was developed to enable academics to engage in educational research in tertiary settings. The curriculum resource includes modules on educational research paradigms, research methodologies, data sources, ethics, data analysis, writing and publishing. In 2012, the program is being piloted with 26 academics. The program has been challenging as academics struggle to understand research methods they are not familiar with and to find time within their busy academic lives. Nonetheless, the participants are enthusiastic and most are making steady progress in their research. This presentation will focus on preliminary findings of the experiences of the participants.

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Session 6.8 (ARABIC)

cae oaa eceseec oeh heceee seec ev fom a ma eeae eeaemmem vee ca eh neohe S em e uSecSeoce ev uscae oe Dr. Nasser Ali Al-Jahwari College of Applied Sciences in Rustaq, Oman Awatif Rashid Al-Qasimiyah Ministry of Education, Oman This study aimed to investigate the effectiveness of using Mind Maps Strategy of teaching science on the achievement and development of scientific processing for ThirdGrade pupils in the Sultanate of Oman. The sample consisted of 103 pupils of third grade. The sample was randomly divided into two groups: the first was the experimental group which studied by using the Mind Maps Strategy, and the second was the control group which studied by the usual method. The researchers prepared a manual for the teacher and a booklet for the pupils as per Mind Maps Strategy. They also constructed two tests. The first was an academic achievement test. The second was a test of basic science. The validity and reliability was checked. The findings showed that there was no statistically significance between the pupils in the experimental group and control group in the totally post academic achievement test. Also, there was no statistically significant difference between the mean scores of pupils in the experimental group and control group in the totally post basic science processes test and most skills, while there were statistically significant differences in the use of spatial relationships and time skills for the experimental group pupils. Also a middle effectiveness of using a Mind Maps Strategy in academic achievement and the development of basic science processes among the experimental group pupils was found. The study recommended holding seminars and training workshops for science teachers, to identify mind maps and how to apply them in science teaching. The Availability Extent of Critical Thinking Skills to Cycle Two Science Teachers in the Basic Education from their Perceptions Dr. Ahmed Humaid ALBadri Assistant Professor of Curriculum and Teaching Science

Abstract The study aims at identifying the availability extent of critical thinking skills to Cycle Two Science teachers in Basic Education from their perceptions in the Sultanate of Oman. In order to achieve the study’s objectives a list of critical thinking skills was constructed that consists of five sub components in its final version. As a result the research instrument in its final version consisted of thirty four (34) points. The instrument was piloted to (36) science teachers. As a result, the study shows that the average of the piloted science teachers’ performance on the questionnaire is (122.12) that equal (71.84%) which is below educational standard (80%) on the availability extent of critical thinking skills from their perceptions. The result of the study in addition, shows that the medium rate for the availability of rationale evaluation to the teachers became the first with a percentage of 74%. This indicates that the teachers have good skills in evaluating rationales and justifications while teaching science subject. The other components became in the following order; explanation the second, exploration the fourth, concluding the fifth and proposing assumptions the first with the 103

percentage 73.5%, 71.8%, 71.3% and 67.2% in orderly. This indicates that the science teachers’possess low critical thinking skills from their perceptions as all of the sub components skills achieved below the educational satisfied standard. The study strongly recommends offering more training programs and symposiums to the science teachers on how to use critical thinking skills in teaching science subject.

PARALLEL SESSION 7 TUESDAY 6th NOVEMBER 12.30 PM – 1.30 PM

Session 7.1 Applied Sciences Students' conceptions of nature of Science: The Case of Omani Students Ahmed Ibrahim Ahmed Al-Kndi This Study explored Omani Applied Sciences Students' conceptions of nature of science with a particular focus on the nature of (a) scientific Knowledge, (b) scientific inquiry and (c) scientific enterprise. The tentative, inferential, subjective and creative nature of science, in addition to the myth of the scientific method and experimentation, the nature of scientific laws and theories, the social and cultural embeddedness, and cooperation and collaboration in science were considered in the conceptual framework. Bothe quantitative and qualitative data were collected concurrently using the Myths of Science Questionnaire from 200 Applies Sciences Omani students. Results showed that the majority of the students in this study held uninformed conceptions about most of the target of nature of science aspects. Also, an inconsistent response pattern was revealed in students' response to the aspects directly related nature of science. The study recommends that a revision of the curriculum and pedagogies should be considered and taken place in the courses of the Omani Colleges of Applied Sciences in addition of further studies are required in term of acquiring better understand how Omani students can improve their conceptions of nature of science.

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Measuring The Fidelity of Implementation of Novel Science and Mathematics Textbooks in Saudi Arabia

Dr. Mohammed Alzaghibi Ministry of Education, Saudi Arabia [email protected] Dr. Asma Almahrouqi Occupational Standards and Testing Centre Sultanate of Oman Dr. Abdulaziz Alrwais King Saud University, Saudi Arabia Determining whether an intervention was implemented as intended (i.e. fidelity of implementation) constitutes a crucial step towards measuring its effectiveness. In this paper we report findings from a project carried out to evaluate new science and mathematics instructional materials introduced in 2009 in Saudi Arabia. As part of the project, a teacher self-reporting was employed as a tool to measure the fidelity of implementation. To develop the self-reporting questionnaire, the new textbooks and related research were first analyzed to identify components and strategies of teaching that significantly represent what ought to be met. These were constructed into 12 items and 17 sub-items that make up the questionnaire. After ensuring content and face validity, a randomly sampled science and mathematics teachers (n=3000) were asked to self-report their actual practices with regards to each item via a quadruple Likert scale. The findings show the teachers' practices appears to deviate from what intended in the textbooks in terms of the components to be taught and ways of delivery. Furthermore, teachers' responses point to an attitude towards conventional teaching and learning approaches. These results merits the validity of using a self-reporting approach in measuring fidelity of implementation. It seems that the detailed items contributed to increasing the validity of self-reporting. We conclude by highlighting the strengths and limitations of selfreporting in measuring the fidelity of implementation, lessons to policymakers when advancing a novel approach, and suggestions for professional development programs in order to increase the fidelity of implementing the textbooks.

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Session 7.2

Elementary Students’ Mistakes in Learning Geometric Concepts and Their Teachers’ Level of Awareness of Such Concepts Prof. Talal Ben Sa’ed Al-Harbi, Prof. Adel Al-Baz & Dr. Mohammad Al-Khateeb [email protected] The Excellence Research Center of Science and Mathematics Education (ECRSME) at King Saud University The educational literature on the conceptual mistakes related to geometry indicates that these errors are not limited to school children but they extend to cover college students as well. The educational literature specialized in teaching geometry indicates that there are a number of studies which investigated these conceptual errors in geometry topics. The focus of this study can be summarized through highlighting the nature and reality of elementary stage students' geometrical concepts errors and the extent of their teachers' awareness and understanding of these mistakes. It also aims to know the reasons of their occurrence in addition to putting suggestions to solve such problems, consequently; the study tries to answer the following questions. 1) What are the geometrical mistakes that are made by elementary stage students? 2) What are the reasons of the geometrical mistakes that are made by elementary stage students? 3) What is the extent of mathematics teachers' awareness in the elementary stage of these erroneous geometrical concepts made by their students? 4) What is the suggested perspective for elementary stage teachers relating the correction student's geometrical mistakes? The following procedures will be followed. 1) Analyzing the content of the geometrical subjects in mathematics curricula for grades: 1 – 6. 2) Preparing diagnostic tests related to geometrical concepts used in geometry subjects for grades: 1 – 6. 3) Selecting the diagnostic sample of the study. 4) Scoring the diagnostic tests and analyzing it. 5) Preparing a measurement as well as interview cards to measure elementary stage teachers' awareness of erroneous concepts made by students. 6) Providing suggestions for teachers on how to correct students' errors.

Impacts of Regular Sleep Cycle and Early Self-Study on Mathematical Achievement Dr. Ali Kemal Tekin* College of Education, Sultan Qaboos University, OMAN E-mail: [email protected] *Correspondent Author Dr. Huseyin Kotaman College of Education, Sultan Qaboos University, OMAN E-mail: [email protected]

Regular and adequate sleep is an important factor that has impact on performance on cognitive tasks. Researchers assume that our daily rhythm is programmed according to 106

the sun. It is also argued that early self-study has positive impact on comprehension and academic achievement. Therefore, current study assesses the impact of regular sleep cycle and early self-study on mathematical achievement. Thirteen high schools seniors; six in experimental group and seven in control group have completed the study. The participants assigned to experimental group went to bed at 10:00 pm and they woke up at 06:00 am. They were allotted self-study time between 06.15-07.45 am. Participants’ mathematical achievements were measured before the intervention and four weeks after the intervention. While control group’s performance did not show any increase, that of the experimental group’s showed significant increase in mathematical achievement. However, the difference between two groups’ post-test results did not indicate any statistical significance.

Variables that Discriminate between High and Low Achieving Students in Math and Science in TIMSS Maher Abu-Hilal, Sultan Qaboos University Faisal Abdelhattah, King Saud University Adel AbdulJabbar, King Saud University The purpose of this study is to test the effect if some variables such as memorization, planning and conducting experiments, homework, working in groups, frequency of taking tests and quizzes, and self-perception of ability in math and science on achievement in math and science. To achieve this purpose, the TIMSS database of 2007 was used in which 4099 eighth grade Saudi students participated. The sample was reduced to the top 25% (N=709) and bottom 25% (N=697) in both math and science. Tw students who were among the lower group in math were among the high group in science; and four students who were in the top group in math were among the lower group in science. Discriminant analysis was used where a set of independent variable were used to discriminate between low and high achievers. The independent variables discriminate significantly between the two groups. The variables were able to classify correctly the high achievers with more than 80% but the classification was correct for only 50% of the low achiever students. The implication of the results is that students achieve higher as they get involved in experiments, work more in groups, take more homework and take more tests and quizzes and review those tests. Also, students who perceive themselves as more able in math and science are more achieving students.

Session 7.3

Utilization of multi-media presentations in improving IELTs performance of ESL learners Dr. Antonio M. Asuncion and Dr. Cecille J. Sabio Gulf College, Oman

The Sultanate of Oman through the Ministry of Higher Education (MoH) pays great attention to the “completion of the infrastructure in the areas of education to ensure the participation of the youths in the construction and development of the country.” This goal 107

of the sultanate is in strong relevance to the vision of Gulf College (GC) to contribute in “developing the future direction of higher education, producing graduates with the ability to think, achieve and excel, and improving the quality of human resources in the region.” It is in this premise that this study will look into the pedagogical strategies utilized by the International Foundation Programme (IFP) module tutors in developing the communicative competence of the learners to excel in nation building. This study will identify the different multi-media presentations utilized by the module tutors of GC IFP in teaching the four macro skills: reading, listening, speaking, and writing. It will analyze the extent of utilization of the identified multi-media presentations. The descriptive method of research will be utilized in this study using both qualitative and quantitative approaches to gather data. The instrument to be used in gathering data will be a researcher-made questionnaire. The International English Language Tests (IELTs) used by Gulf College will be used in the pre-test and post-test to determine the significant difference and to describe the efficiency of the strategies used by the module tutors in improving the four macro skills of the students. Data to be gathered through the questionnaire will statistically analyzed using means and the pre-test/post-test results will be analyzed using t-test. Results of this study can be used in enriching the curricular offerings in foundation studies and in policy making that affect the IELTs performance of students in the colleges and universities of Oman.

ICT in education: Challenges for students facing the use of a hypermedia Fathi Matoussi Université virtuelle de Tunis, Tunisie Abdeljalil Métioui Université du Québec à Montréal, Canada With the phenomenal development of ICT (Information and Communication Technology), education has undergone significant and rapid changes. Learning models and ICT use are going to be multiplied, however we know a lot about the benefits and contributions of ICT, but what about its disadvantages? Indeed, the use of ICT raises many questions about the pedagogical, didactical and scientific content offered in these hypermedia and learners’ difficulties facing these technologies. The aim of this paper is twofold. Not only, to study the impact of using a CD-ROM in teaching sequences on cellular exchanges and to determine the difficulties associated with use of a hypermedia in education. But also, to propose remedial strategies which may overcome the difficulties identified in this way. The analysis of the CD-ROM showed that its integration into the training’s sequences can produce a number of difficulties due mainly to intrinsic aspects of the CD-ROM, precisely: Navigation can be accompanied by disorientation; and the organization of illustrations and explanatory text leads to an effect of dissociation of the attention that causes cognitive overload. The results of our empirical research helped highlight other problems related to the use of CD-ROMs and conclude that the use of a CD-ROM independently joined the transmissive model of teaching described by the slogan ‘a sage on the stage’. Indeed, by proposing only screen displays with knowledge, we will be in the presence of practices that characterize a traditional transmissive teaching method supported by ICT. 108

Teaching on-line vs. teaching in-class: Are they really similar? M.Mikhail William Paterson University, New Jersey, Unites States of America Teaching in an on-line environment contains many of the same issues found in teaching in a traditional classroom. Teachers must know their content area and be able to adjust the curriculum to best meet the needs of their students. Over the past decade, technology has grown tremendously and has created new methods that can greatly enhance learning for students. This growth in technology made teaching an on-line physics class as efficient as traditional in-class physics. The two most important issues to consider in teaching an on-line environment are communication and organization. Just like traditional classrooms, lesson plans are critical. Getting the message across to students is the ultimate goal. In this discussion, I am going to show the similarities between my online physics lecture and my traditional in-class lecture. Also, I am going to show how I conduct my on-line physics experiments and compare that with my traditional physics laboratory experiments.

Session 7.4

Teaching school mathematics through stories Pundary Phuyal Kathmandu University, Nepal

Does my teaching tool serve the diverse learning styles for meaningful learning of my students and uplift them for a wider range of higher order thinking? How can I design a better learning environment in which students can manage and construct their own representations of mathematical knowledge in their useful contexts and later on project into their imagined futures? Whilst reflecting on these questions, I am in the search of different pedagogical techniques/tools that can transform my understanding of the mathematical subject matter into forms that are attainable by my students and that are simultaneously pedagogically powerful. This article is thus, largely about why/howmathematical subject matter and stories are wicker together to instruct in school level. In doing so, I have tried to work within the paradigms of criticalism, postmodernism, and interpretivism. I focus on how the use of stories in teaching mathematics has altered many of the fundamental assumptions of our highly literate eastern cultures about the nature of school mathematics and the roles of teachers and students during mathematics instruction. This article aims to explain and interpret the benefits of origin-stories or purpose-stories or other forms and storytelling for the novice researcher, like me, in order to provide motivation and initial tools to start mathematics classroom investigations. Such types of knowledgeable activity of articulation has been followed by (re) envisioning, an act of imagining futures collectively with my own reflections in teaching and learning mathematics in the context of Nepal.

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Transformation through the amendment of positive beliefs towards the mathematics and mathematics teaching Binod Prasad Pant Kathmandu University, Nepal

A belief or system of beliefs can function to facilitate or impede mathematical learning, depending on the belief, the object of belief, and the affordances provided by the belief. Researchers studying teachers’ knowledge, beliefs, and affect related to mathematics teaching and learning are still trying to tease out the relationships among these constructs and to determine how teachers’ knowledge, beliefs, and affect relate to their instruction. There is broad acceptance that mathematics teachers’ beliefs about the nature of mathematics influence the ways in which they teach the subject. It is also recognized that mathematics as practiced in typical school classrooms is different from the mathematical activity of mathematicians. I, a teacher educator, with enough experiences as a teacher from primary to university level, have de/constructed a series of beliefs towards the nature of mathematics, and modified my pedagogical practices accordingly. So, this paper aims to investigate my beliefs towards the nature of mathematics and which could be a foreground in the crucial change and improvement of my praxis as a classroom math teacher and as a teacher educator. Using narrative inquiry, I shall unfold my lived experiences through stories, vignettes and conversations. This study also aims to present the essence of pedagogical thoughtfulness with the hopes of motivating the readers in being reflective in their teaching practices.

Session 7.5

Assessment in university English Science-based programmes: Language and subject-matter interplay Faisal Said Al-Maamari Sultan Qaboos University, Sultanate of Oman

The role of English for Specific Academic Purposes (ESAP) programmes in preparing higher education science students for their academic undergraduate studies is a significant one. This paper reports on a PhD study (2009-2011) at one public higher education institution in the Sultanate of Oman. The research aimed to examine the policy and practices of assessment and evaluation in two different language programmes which prepare science undergraduate students for their academic studies in this institution. The data for this paper come from interviews, programme and institutional document review, and observation in the setting. The semi-structured interviews were conducted with four policy makers at these programmes’ levels, and seven teachers who were teaching in these programmes. The programme administrators were asked about how they planned the assessment of their students’ achievement in these ESAP programmes, and the teachers were asked about their experiences of the contents and methods of assessment and evaluation and how they viewed them. The findings of the research suggest that the parameters of both scientific content and language in the planning and design of 110

assessment methods and procedures in these ESAP programmes are inseparable. Further, the challenge facing these programmes is making their assessment methods and procedures useable and teacher-friendly to their teachers and at the same time authentic and relevant to the students. It is concluded that (i) teachers’ difficulties with scientific knowledge is discussed rather than assumed, and (ii) the collaboration between language units and science departments be further enhanced.

The role of computer technology in the zone of proximal development for teaching math to young children Dr. Ali Kemal Tekin and Ms. Maryam Al Maamari

College of Education, Sultan Qaboos University, OMAN

Teachers or more competent peers play a critical role in children's learning as it is described in Vygotskian theory. With the new wave of technology, the learning process has been changing. Teachers are taking more of a guidance role while the use of computer as a transition tool of information in the learning process is continuously increasing, thus replacing many instructional tasks of the teachers. This transfer of role from teachers to computers is taking place especially in academic domains such as math and science during early years of education as the parents and schools stipulate young children become more computer-literate. Therefore, computers have started to become an effective figure in the Zone of Proximal Development (ZPD) akin to other personas such as adults and more competent peers and even endeavor to replace them. However, there is a lack of adequate research highlighting this issue. Thus, this action research attempts to deal with the idea of replacing the teacher’s role with computer technology in teaching math subjects such as ‘addition’ to young children and investigate the extent of success in using computer as an active agent in the ZPD following the applications of Vygotskian theory in education. The researchers also attempt to address how children's learning of ‘addition’ through the computer differs from their learning through teacher's instruction. An instructional software is deployed as a tool and the recruited participants were first graders of a public elementary school.

Development of student strategy use in pattern generalization tasks across grade levels Rabih El Mouhayar and Murad Jurdak American University of Beirut, Lebanon

This study explored (1) the development of student strategies in pattern generalization tasks across grade levels and (2) the effect of task-related factors on the development of student strategies in pattern generalization tasks. A test designed to measure student strategy use was given to a sample of 1232 students from grade levels 4 to 11 in five schools in Lebanon. Results showed that different strategies were used by the students such as drawing and counting (least frequent), functional, multiplicative, and recursive (most frequent). Results also showed that the development of student strategy use 111

followed a systematic identifiable trajectory across grade levels and that the percentage of students using (1) ‘drawing and counting’ strategy decreased across grade levels; (2) ‘recursive’ strategy increased across grade levels; (3) ‘functional’ or ‘multiplicative’ strategies increased across clusters of grade level. Analysis of the effect of task-related factors on the development of student strategy use showed similar trends, however within each grade level the frequency of use of the recursive strategy was higher for linear than non-linear tasks and was higher for immediate generalization tasks than for near generalization tasks which was higher than for far generalization tasks.

Session 7.6

The impact of selected instructional factors on the quantity and quality of computer skills acquisition and use by university students. Mrs V. Munodawafa-Makuku, Ms V. Matswetu and Mr W. Munakandafa Education department, Bindura University of Science Education, Zimbabwe

Zimbabwean universities incorporated Information and Communication Technologies (ICTs) into their curricula as a key aspect enabling students to improve ICT skills for learning and future employment, through Internet researching, communication and using software packages. However, numerous factors influence computer skills acquisition and use among these students whose levels of computer literacy vary due to their divergent educational and social backgrounds. A qualitative case study was done to find out how particular factors influenced the quantity and quality of computer skills attained by students doing the Introduction to Computers CS101 course and how this relates to students’ final competence levels and ICTs usage. Findings of the study indicate that whilst lecturers have the requisite qualifications to teach the course, the shortage of resources, lack of differentiation of students as well as inconsistency in lecture attendance by both students and lecturers compromise the quality and quantity of skills attained by students. In addition time allocation during lessons, and the assessment procedure are strongly skewed in favour of the theoretical, rather than the practical component. It is recommended that time allocation during lessons and the assessment procedure should reflect that the course is practical oriented. The government could also assist in the provision of ICT infrastructure in schools and tertiary institutions. It should be imperative for the relevant education ministries to enforce educational policy changes which make it mandatory for pupils and students to have certain ICT skills before they complete particular main education levels.

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Database projects: An empirical approach to design and implementation Shariq Ali Khan Department of Computing, Middle East College, Oman

This work seeks to contribute to the supervision of undergraduate database projects planning and implementation by the use of step-by-step guidelines based on database development life cycle (DDLC) theory. A student project can be successful if guidelines provided have a systematic, well-managed and engineered approach with a sound philosophical foundation. I have enjoyed students’ project supervision in more than 15 semesters at Middle East College. I attempted to distill this experience with the help of DDLC theory into a formula for the time-pressured undergraduate project supervisors. This endeavor is also advantageous for the students of Database Management System specialization to understand database project planning or implementation requirements.

Efficiency of teaching geometry using a geometric sketchpad programme on geometric thinking and geometric drawing skills with grade eight basic education class students Salem H. Alhajri Sultan Qaboos University, Oman

This study aimed at identifying the effect of teaching geometry using a Geometric Sketchpad Programme on geometric thinking and geometric drawing skills with grade eight basic education class students. The study sample consisted of 123 male and female students who were divided into two groups: the experimental group of 63 students were taught the unit of geometry using the Geometric Sketchpad Programme and the control group of 60 students were taught the same unit using the traditional method. The equivalence of the two groups among the variables of the study was measured before the study was implemented. To measure the extent to which the programme was effective, the researcher designed three tools: an achievement test, a geometric thinking test, and a geometric drawing skills test. The validity was measured by a group of validators. The reliability of the three tools was measured by applying them to a group of 30 female students of grade eight as an external sample. The results revealed that the reliability was 0.73, 0.82, 0.83 respectively; measured by Cronbach's Alpha. The researcher used the means, the standard deviations and the T- test to analyse the data. The study revealed that there were statistically significant difference at (α = 0.05) between the grades means of the control group and the experimental group in the post achievement test, the geometric thinking test and the geometric drawing skills test after studying the geometry unit in grade eight using the Geometric Sketchpad Programme favouring the experimental group. Based on the results, the study recommended using the Geometric Sketchpad in teaching geometry.

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Session 7.7

CULTURALLY–BASED ACTIVITIES IN GRADE 9 MATHEMATICS: TENSIONS AND POSSIBILITIES FROM PRACTICE Sylvia Madusise and Willy Mwakapenda Department of Mathematics, Science and Technology Education, Tshwane University of Technology, Soshanguve North Campus, Pretoria, South Africa This qualitative case-study explored the potential of culturally-based mathematical activities for informing teaching and learning of two Grade 9 mathematics topics in the South African curriculum. Three Grade 9 mathematics teachers from one school participated in a collaborative school–based professional development intervention facilitated by an external subject specialist (mathematics teacher educator). Through mathematizing culturally-based activities, the research team indigenised (i.e. adapted to local culture) two Grade 9 mathematics topics. A teaching and learning unit was designed and implemented in five Grade 9 classes at the same school. The paper analyses and discusses the impact of this intervention study on the participating teachers. Contrary to arguments that ethnomathematics may not be a viable route into ‘solid’ mathematics, we use the analysis from this study to counter such arguments, and propose that culturallybased activities are highly-useful yet underutilized vehicles as an entry point into academically proven mathematics. The paper demonstrates that the experience of designing, implementing, and reflecting on the intervention study had some positive contribution to participating teachers’ pedagogical repertoire. However, we note that although involving teachers in an activity like this might be worthwhile, some teachers expressed apprehension of working outside their comfort zones. Participation in this study led to teachers’ awareness of a mismatch between the materials developed in the intervention and those recommended by the Department of Education. This finding leads to a need for critique in relation to resources for/in mathematics.

Revitalizing algebra by emphasizing depth over breadth Diane Resek San Francisco State University, United States of America The Revitalizing Algebra project created a new course, REAL Algebra, which covers beginning high school algebra for university students who have failed a mathematics entrance examination. Before taking the exam, all students had succeeded in year-long high school courses in beginning algebra, geometry, and intermediate algebra. The purpose of REAL algebra is to prepare students for a one-semester course in intermediate algebra, followed by a university course in calculus or statistics. A key strategy is to emphasize a few important concepts, letting the students, through instructor facilitated group work, develop subordinate procedures. Those key concepts include the distributive law and the connections between different representations, (graphs, tables, symbols, and situations), of linear and quadratic functions. An evaluation compared graduates of REAL algebra to graduates of the traditional course and found that REAL algebra had greater retention, higher passing rates, and better performance on key conceptual problems. 114

The impact of using the program (SPSS) in the teaching of statistics on academic achievement in statistics and statistical thinking among students in the tenth grade Ali Said Sulaiyam Almatari Ministry of Education, Oman

The aim of this study was to determine the impact of the use of the SPSS program in the teaching of statistics on academic achievement and statistical thinking. A unit on statistics was taught to students in the tenth grade. A study sample of 80 tenth grade students, both basic and general, was selected. The students were divided into two groups: an experimental group studied by using the SPSS program; and a control group studied in the usual way. After the completion of the teaching session, students from both groups responded to an achievement test and a test of statistical thinking. The study results showed that the experimental group performed better than the control group in achievement and in the overall capacity of statistical thinking. The results also showed the lack of interaction was statistically significant at the significance level (α = 0.05) due to the interaction between teaching method and level of achievement in raising the level of the previous grades, and the development of statistical thinking. The study concludes with several important recommendations to encourage teachers to use the program (SPSS) in the development of statistical thinking in mathematics. These included: to develop educational software in the field of mathematics at post-primary based on the possibilities of using the computer; and to prepare teacher guides for use in the study of mathematics teaching and mathematics content.

Session 7.8

Decline in mathematics achievement among undergraduate students: A lecturer’s perspective Zulmaryan Binti Embong and Nik Suryani Nik Abdul Rahman International Islamic University Malaysia, Malaysia

The level of Mathematics achievement in Malaysia for secondary levels has seemed to be steadily increasing. There are many efforts made by the government, NGOs, societies and parents in order to increase students’ performance in mathematics. However, it is decreasing significantly at a tertiary level. Most students did not get an expected grade in the examinations and also have difficulty to get a suitable job according to their studies area. Therefore, the purpose of this study is to identify the cause of weaknesses of students’ achievement from a lecturer’s perspective. An exclusive interview with an experienced mathematics lecturer from a public university was held. Three weaknesses are identified regarding this problem which is lack of drilling, poor motivation and low self-esteem. 115

Developing the employability of Omani higher education students: A proposed optional module on soft skills Prof. Dr. Taki Al Abduwani Gulf College, Oman The purpose of this paper is to assess the soft component of human capital and how these components would be essential in preparing the Higher Education students in Oman to become more employable and better equipped in the world of work. In Oman, there are ten publicly run colleges and a state-administered Sultan Qaboos University besides private colleges and four private universities. As a result of which the contribution of higher education has been marked in respect of enrolment and improvement of literacy. However, the challenges faced by these institutions are many and include the absence of a clear comprehensive educational philosophy and somehow, the education system has failed to introduce consistent training programmes especially on soft skills and create partnership with the business community in better utilizing these skills and efficiencies of the graduates. It is very clear that there is a gap between the society’s present and future needs for education and the plans for further expansion in the education system. (Wagiran, 2008). The research questions posed in this study are: What are soft skills? How they can be categorized and measured? and How differences in their endowment can be explained in different skill groups in various student classification/characteristics. The paper identifies the different sources of acquisition of soft skills and impact of the intervention programmes like training, coaching and mentoring and how educational institutions can better respond to honing these soft components to prepare students to become more employable and better prepared in the world of work.

The development and evaluation of a network for producing and sharing pre-recorded video presentations Alaa Sadik Department of Instructional & Learning Technology, College of Education, Sultan Qaboos University, Oman Today, there is a growing use of face-to-face video lectures within higher education for students to watch again later or to be used in distance education settings. This paper aimed to design, develop and evaluate a network to help instructors and virtual presenters record, publish and share quality, accessible, and interactive video presentations; namely PresentationTube. PresentationTube provides a desktop presentation recorder and video sharing network that integrates a variety of presentation aids and synchronizes presenter's audio and video, PowerPoint slides, whiteboard, drawing board, and Web content. The Rapid Applications Development Model was implemented to develop early versions of the network, called PresentationTube Network. A Usability questionnaire and a series of individual interviews were used to measure users’ reactions toward the usability of the PresentationTube Recorder and Network and determine the extent to which the prototype is usable. The results revealed that users found the PresentationTube effective and efficient in facilitating the process of producing, uploading and sharing video presentations. In addition, they favored the design and ease of use of the network. Further examinations of mean differences among users according to their computer experience and teaching experience were conducted. 116

PARALLEL SESSION 8 WEDNESDAY 7th NOVEMBER 10 AM – 11.00 AM Session 8.1

The joy of learning: Problem-based learning in teams Paul Lowe and Darrell Fisher Curtin University, Australia

A problem-based learning-in teams class was established in 2006 in an ICT cluster of remote schools in New Zealand. as part of an ICT research project for gifted and talented Grade 9 students. Teams of three students from up to eight schools were selected based on intellectual ability in science, work ethic and an innate love of science. The curriculum was covered using a range of problem-based learning projects. The students worked independently in their schools with three computers and a white board used for mind maps and planning. They were responsible for their own learning and had the independence to do this. Effective learning team establishment involved the use of appropriate protocols, such as questions that are ‘rich’, relevant, engaging and appropriate to the learners. They were brought together both face-to-face and through the extensive use of ICT such as video conferencing and Skype. Face-to-face camps also were a key element adding to the joy of learning. These camps focused on the students, snorkeling at a marine reserve, flying gliders and analyzing their own GPS tracks, caving and active sport science. Assessment was based on deep thinking skills, (Biggs Solo Taxonomy). Curtin University was involved with the evaluation, taking into consideration students’ perceptions of their learning environment, focusing on aspects such as: equity, involvement, self-efficacy, relevance and students’ science-related attitudes. The use of Facebook and other ICTs ensured the continued success of PROBLIT with a 2011 class being run from Abu Dhabi.

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eae evveac ceeemm ev Sm en s eh so m mceocenm ev ceoaa en ma eeae ee cae oaa eceseec oeh heceee seec ev fom a ma eeae S em e uSecSeoce ev uscae oe Dr. Nasser Ali Al-Jahwari College of Applied Sciences in Rustaq, Oman Awatif Rashid Al-Qasimiyah Ministry of Education, Oman This study aimed to investigate the effectiveness of using Mind Maps Strategy of teaching science on the achievement and development of scientific processing for ThirdGrade pupils in the Sultanate of Oman. The sample consisted of 103 pupils of third grade. The sample was randomly divided into two groups: the first was the experimental group which studied by using the Mind Maps Strategy, and the second was the control group which studied by the usual method. The researchers prepared a manual for the teacher and a booklet for the pupils as per Mind Maps Strategy. They also constructed two tests. The first was an academic achievement test. The second was a test of basic science. The validity and reliability was checked. The findings showed that there was no statistically significance between the pupils in the experimental group and control group in the totally post academic achievement test. Also, there was no statistically significant difference between the mean scores of pupils in the experimental group and control group in the totally post basic science processes test and most skills, while there were statistically significant differences in the use of spatial relationships and time skills for the experimental group pupils. Also a middle effectiveness of using a Mind Maps Strategy in academic achievement and the development of basic science processes among the experimental group pupils was found. The study recommended holding seminars and training workshops for science teachers, to identify mind maps and how to apply them in science teaching.

The effectiveness of ‘PEOE’ Strategy in reconstructing and teaching science in the achievement, creative thinking and integrative science processes skills for grade eight students Mounir Mousa Sadek Suez College of Education, Suez Canal University, Egypt

The aim of this study was to reconstruct and teach a science unit according to the PredictExplain-Observe-Explain strategy and its effectiveness in the development of academic achievement, integrative science processes skills and creative thinking skills for grade eight students by focusing on content and method of teaching together. The sample of this study contains sixty seven students from two Omani middle schools in grade eight, one of them is the experiment group which studied with ‘PEOE’ strategy and the other is the control group which studied by the normal method. Data collected was based on three tests, an achievement test, a creative thinking test, and an integrative science processes skills test. The results of this study revealed that students of the experimental group showed better performance than those of the control group in the: (1) Academic 118

achievement test, especially in remember, understanding, application, and analysis levels. (2) A creative thinking skills test in fluency, flexibility, originality, similarities, differences and symmetry. (3) An integrative science processes skills such as: procedural definition, controlling variables, interpreting data, the imposition of hypotheses, experimentation. The result indicated that when the students training on the ‘predictexplain-observe-explain’ skills, they showed better learning outcomes in the science textbook.

Session 8.2

Representations of Pupils and Teachers in Formation (Primary) with Regard to the Inertia Law Abdeljalil Métioui Université du Québec à Montréal, Canada Louis Trudel Fathi Matoussi Université virtuelle de Tunis, Tunisie

The works of numerous researchers demonstrate that among the pupils of the elementary school (7 to 12 years), the representations of force and motion are naives and similar to some theories developed during history which have been refuted since the advent of classic mechanics as developed by Newton. These false representations should normally be changed following formal training, but several works demonstrate that they persist despite explicit teaching (Mc Closkey, 1983; Driver, Guesne and Tiberghien, 1985; Sequeira and Leite, 1991; McDermott, 2003). The present communication tackles this problem and thus the objective is to identify the representations of 58 pupils (age between 10 and 12 years) and 85 elementary pre-service teachers (aged between 19 and 23 years) with regard to the inertia law. The analysis of the data of a questionnaire that we had them complete demonstrates that they share the same representations as those developed in the context of the physics of motion by Aristotle, 500 years before Jesus Christ and as those of the theory of the impetus developed by Buridan in the 19 th century. In conclusion, we will present in the context of the initial formation of the teachers, some environments that take into account the representations identified in this research and those developed during history. These environments appear in a constructivist perspective centered on the notion of conceptual conflict.

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Developing the employability of Omani higher education students: A proposed optional module on soft skills Prof. Dr. Taki Al Abduwani Gulf College, Oman The purpose of this paper is to assess the soft component of human capital and how these components would be essential in preparing the Higher Education students in Oman to become more employable and better equipped in the world of work. In Oman, there are ten publicly run colleges and a state-administered Sultan Qaboos University besides private colleges and four private universities. As a result of which the contribution of higher education has been marked in respect of enrolment and improvement of literacy. However, the challenges faced by these institutions are many and include the absence of a clear comprehensive educational philosophy and somehow, the education system has failed to introduce consistent training programmes especially on soft skills and create partnership with the business community in better utilizing these skills and efficiencies of the graduates. It is very clear that there is a gap between the society’s present and future needs for education and the plans for further expansion in the education system. (Wagiran, 2008). The research questions posed in this study are: What are soft skills? How they can be categorized and measured? and How differences in their endowment can be explained in different skill groups in various student classification/characteristics. The paper identifies the different sources of acquisition of soft skills and impact of the intervention programmes like training, coaching and mentoring and how educational institutions can better respond to honing these soft components to prepare students to become more employable and better prepared in the world of work.

Diverse classrooms: Promoting inquiry based science teaching methods in India Rekha Koul and Vaille Dawson Curtin University Given the diverse socio-cultural nature of the student population of Indian classrooms it is imperative that science teachers be prepared to critically examine, reflect on and respond to practices for learners with diverse needs and from diverse backgrounds. Language development, students' contextual understanding, world-views, quantitative and visuospatial reasoning skills and social skills, all contribute to preparing students to become productive scientists. While these aspects are found in varying degrees across students in classrooms in any part of the world, addressing them poses a challenge in the face of greater socio-cultural diversity, e.g. diversity in ethnicity, religion, region, habitat, language, and gender. This paper reports the findings of a project, where three day professional development workshops were conducted for Indian science teachers to enrich their teaching practices in diverse classrooms. Indian science teachers were introduced to and then engaged in inquiry based teaching methods based on the Australian Academy of Science, ‘Science by Doing’ materials. The professional development workshops provided opportunities for teachers to ask questions and work collaboratively with their peers to generate novel solutions using their science content knowledge. Most teachers enjoyed the workshop and found the contents useful. However, they wanted more strategies for teaching big, resource deficient classes.

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Session 8.3

An application of the TROFLEI in tertiary computing classes in technical institutes and polytechnics in New Zealand Kamani Gunawardena Manukau Institute of Technology, New Zealand Darrell Fisher Curtin University of Technology, Perth, Australia

This paper describes the validation of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in New Zealand’s technology-rich computing class rooms in technical institutes and polytechnics. The data were obtained from six such institutes across New Zealand and the sample contained 325 students. The TROFLEI consists of 80 items which assess 10 dimensions: Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Investigation, Cooperation, Equity, Differentiation, Computer Usage and Young Adult Ethos respectively. The investigation of the students’ actual and preferred learning environments based on the 10 dimensions of TROFLEI also was performed along with the study level and gender differences. In addition, data were collected to investigate attitudes toward computer courses, attitudes toward computer use and academic efficacy from the learning environments concerned. The validity and reliability of the TROFLEI were established. The results of the study compared the associations that existed between the scales of the TROFLEI along with the Attitudes scales. The results also compared the actual and preferred learning environments of students, and established any significant differences that existed between the two facets. The study established any gender differences that existed with regards to the scales of the TROFLEI. Post hoc tests established the institutional differences with regards to the scales of TROFLEI.

The innovative use and integration of technology tools to motivate and engage learners in tertiary education Cecile Hoods and Darrell Fisher Curtin University, Australia

Van Petegem and Donche (2006) highlighted the limitations of using only quantitative questionnaires by indicating that a combination of both qualitative and quantitative research methods may provide a more accurate picture of the classroom learning environment. Conducted in New Zealand, this research study includes a tertiary institution and two corporate businesses that rely significantly on technology. Both quantitative and qualitative methods were used and are described in the paper. The study found that intergenerational crosspollination of technology and other knowledge is desired by both the students in the classroom and employees in the workplace. Furthermore, that younger people, born with technology around them, may appear to be 121

‘technology savvy, but may not necessarily have more knowledge and skill than someone born in a previous generation. The impact of IT culture on the organization and on the classroom is highlighted. The usefulness of technology in education, alongside other tools such as case studies, field trips and action observation is confirmed. An additional and important finding is the link between organizational IT culture and classroom culture.

The effects of computer application on mathematics comprehension and attitude towards mathematics and computer Shrestha, Nilam Kathmandu University, Nepal

Several studies indicate that the presence of computer application has encouraged improvement in learning mathematics and attitudes towards it. Thus students who learn with the assistance of mathematics software are more likely to comprehend learning materials better and experience higher levels of motivation toward learning than those students who did not. In this context, this study investigated the effect of computer application on mathematics achievement and attitudes toward mathematics and computers using a pretest-posttest non-equivalent control group design model among the students of Kathmandu, Valley of Nepal who had enrolled in higher secondary courses at HSEB (Higher Secondary Education Board) and GCE A Level. It identified quantitatively that the presence of computer application on mathematics instruction can improve students’ mathematics achievement, but not their attitudes toward mathematics and computers. In particularly, students in the experimental group practice effect improved, but not their application effect. In addition, this study identified that there exists a positive association between a student’s attitude toward mathematics and their attitude towards computers and vice versa. This study can prove how much and how long students retain information learned from the use of computer mathematics software. Computer based teaching that incorporated different mathematics software, whose performances are more human-like, would be another variation for future research and mathematics achievement and attitudes might improve significantly.

Session 8.4

In the disinterested pursuit of truth: The cultural elements of scientific discovery Akshay Peshave Department of Philosophy, Fergusson College, Pune, India

History strongly indicates the supremacy of the West in scientific discovery and technological advancement. Although ethnographic data furnished by Western anthropology often misinterprets the accomplishments of cultures it cannot identify itself with, there is a need to construct a theory that locates the key forces of scientific 122

endeavour, without resorting to the extremes embodied by the trivialising triad of geographical, environmental and economic determinism on the one hand and, on the other hand, the emphasis on unique features of Western civilisation that commits the fallacy of identifying correlation as causation. This paper attempts to identify cultural elements as key drivers of scientific discovery, while positing economic and environmental elements as enablers but not drivers thereof. With special focus on the Arab, Indian and Chinese civilisations, it is suggested that scientific discovery has as its active cause certain cultural elements which, although dependent on various tangible aspects of civilisation, are necessary and not merely inevitable consequences of material affluence. These cultural elements, functioning as the grammar of scientific thinking, are identified and elaborated with suggestions directed towards both political and pedagogical concerns.

Systemic sustainability reporting in educational establishments Anthony N Dowsett Science and Mathematics Education Centre, Curtin University, Australia

The issue of accountability and transparency in the operation of many educational institutions is under greater scrutiny and consideration. Many corporations, higher education institutes and non-governmental bodies are taking on the challenge of sustainability reporting to meet legislative requirements, provide leadership, demonstrate commitment to transparency and address concerns for stakeholder accountability. Increased use of internet capacity to contact and communicate information to stakeholders and interested parties is becoming a major area for investigation and research. This paper discusses the issue of secondary schools addressing their communication, transparency and accountability to their constituent stakeholders, through publically accessible websites which were assessed for their sustainability activities in a systemic way. Employing the methodology of content analysis and a stakeholder approach, the paper analyses the opportunities for schools to improve a range of performance areas, especially sustainability initiatives. Integrating selected sustainability indicators, the sample of specialist science schools in England, were assessed for positive association with improved performance when compared to a control group and the secondary education population as a whole in England. It can be shown that there is a great opportunity to improve communication by reporting sustainability initiatives and school operation and activity through selected changes to the communication and engagement with stakeholders through the medium of internet-based web-pages. Future research would benefit policymakers and stakeholders through a trial where school educational activities, outcomes and operations provide the basis for sustainability reporting, and are communicated systematically via a web interface using a standardized format, a subject for future study.

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Creating pedagogical thoughtfulness through autoethnographic inquiry – A narrative approach to transforming Australian Aboriginal education Marianne McLaughlin and Peter C Taylor Science and Mathematics Education Centre, Curtin University, Perth, Australia Critical self-reflection is a powerful tool in any teacher’s arsenal of survival skills. The ability to reflect critically on one’s own pedagogical practice becomes of vital importance when teachers are teaching in cross-cultural circumstances, especially when their cultural background is in the minority. Pedagogical thoughtfulness (Van Manen, 1991) is a form of critical self-reflection that requires understanding of the other’s individual life context. It is concerned with what is best for the other and involves a search for understanding experience. A potent implement for creating pedagogical thoughtfulness is autoethnographic inquiry using a narrative approach. The narrative produced enables the reader (or listener) to deeply grasp the author’s experience and relate this back to their own lived experiences, thus creating pedagogical thoughtfulness and meaningful selfreflection. In this presentation I will present examples of autoethnographic narrative that introduce the listener to the lived experiences of both Australian Aboriginal and NonAboriginal students and teachers in remote Australian cross-cultural contexts.

Session 8.5

Cultural border crossings in the United Arab Emirates Peter Hatherley-Greene Curtin University, Australia

Having recently completed doctoral research on the cultural border crossings faced by male Emirati high school leavers transiting to colleges and universities of higher education in the UAE, this presentation begins by summarizing the findings of the five main research questions. I will briefly describe the gamut of transition experiences as young male Emirati school-leavers move from their pre-dominantly Arabic life-world associated with their families and schooling to the pre-dominantly Western culture found in higher education. The failure of students to make satisfactory border crossings to college life and the absence of a ‘sense of belonging’ was found to begin a process of departure manifested by high absenteeism leading to eventual withdrawal. Building upon 16 years of working with local male Emiratis, both as a teacher and Academic Chair, I additionally examine the larger setting in describing the devastating effects of the ‘rentier society’ which appears to have severed the connection between effort and reward in modern Emirati society. Factors that students and faculty bring with them that both hinder or enhance student learning will also be reviewed. The impact of a new experiential learning program will be described along with its surprising effects upon the students. Concluding my presentation by highlighting four out of 57 suggestions that arose from the rich research data, I finally ask whose interests are being best served (or 124

not) by compelling first-language students to cross cultural borders into higher education colleges and asking them to study using the dominant and hegemonic second-language of English?

Internationalizing the higher education at the national level to respond to the various demands rising out of the globalization – Innovative approaches to meet the requirements for Sultanate of Oman Dr Syed Ziaur Rahman, Dr Jehad Mahmood Mohamad Bani-Younis, Dr Ahmed Juma Al Riaymi, and Miss Asma Alkalbani Colleges of Applied Sciences, Ministry of Higher Education, OMAN

Education prepares the individual to connect and live in harmony with the environment around him. Globalization has changed the size, nature and quality of that environment. The challenge for higher education therefore, is to reform, create and develop systems that prepare the individual to work in a borderless economy and live in a global society. In other words, our educational institutions need to produce global citizens. Globalization affects each country in a different way due to a nation’s individual history, traditions, culture and priorities. To cope with the ‘Globalization’, the higher education system has to reorient its structure and function besides enlarging the scope of its provisions to meet the challenges of Globalization. There are already examples of employment in the ‘knowledge based industries’ moving to the workers rather than the workers moving. Whether the employer moves or the potential employee moves, the mobility will be dependant on the quality and standards of the qualifications offered by the educational institutions. So a profound change is needed to be able to address the demands of today and tomorrow with innovative approaches on the existing initiatives and devising new ones in the higher education environment. Keeping MOHE (Ministry of Higher Education), Sultanate of Oman in mind, this paper focusses on developing a strategic plan and implementing it speedily which is very crucial for any nation to succeed in the highly competitive knowledge driven global economy. After doing extensive research on the existing system, our paper proposes innovations to be introduced with respect to every stakeholder to suit accordingly and be ready for the challenge.

Broadening student access to higher education in Oman Dr. Cecilia Junio-Sabio Research and Industry Engagement Center, Gulf College, Oman

This paper will discuss how the Gulf College as an institution of higher learning responds to the need to provide access to higher education as a response not only to the need to realize Vision 2020 of Oman but on a broader perspective with the World Declaration on Higher Education for the 21st Century by UNESCO. Also, some socio-demographic variables of the students will be discussed in this paper to find out the learner’s characteristics of the College. Some teaching-learning processes in the College will also be discussed to highlight how it responds to student needs and characteristics. 125

Session 8.6

Development of a Scale for Educational Administrators for Measuring Attitude towards Inclusive Education Dr.Muhammad Naeem Mohsin Department of Education, G.C University Faisalabad, Pakistan Latif Ahmed Punjab University, Lahore The attitude of the society towards disability at large, has an effect on the development and empowerment of persons with disabilities. This study is concerned with the development of a scale to know the attitude of administrators towards inclusive education. Initiation of Inclusive Education programmes depends upon the positive attitude of administrators of schools and society. The main objective of the study was the development of a standardized ‘Attitude toward Inclusive Education Scale’ based on the socio-cultural conditions of Pakistan. Ten experts in the field of special education were selected for development and finalization of the scale. A pool of items were generated with the help of literature. After the selection of preliminary items, the ten experts were asked to classify each item as positive, negative, or neutral with regard to the attitudinal object. The item, which were not classified by the majority of the experts were eliminated from consideration for use in the final scale. An instrument was administered and data were analyzed to estimate the validity and reliability of the scale. A final five point Likert scale was constructed based on the conclusions drawn.

Productive Habits of Mind: An Approach for Mathematics Teachers’ Professional Development Dr.Prof. Nagi Descoress Michael Faculty of Education, SQU and Tanta University, Egypt

Through my journey in the teaching of mathematics in many colleges of education in the Arab world and in professional development programs for teachers education during the service, I realized that future teachers need more professional skills and educational and academic specialization than what is included currently in the programs to prepare them for teaching. A person becoming a teacher who bears the responsibility of the teaching and learning of mathematics, is required to acquire and master the productive habits of mind, which qualifies him to perform his duties, teaching ably in order to be more effective in providing the students with aspects of learning standards of mathematics content, mental processes and mathematical power .The present paper will expose some of the habits of mind important and necessary for the instruction of mathematics to inservice teachers to become more effective in the management of teaching and learning. The hopeful outcome is to increase the teacher's ability to contribute to the development of the performance of our children and our young people so that we can hold them responsible for building a brighter future, becoming more hopeful, more motivated and having the ability to make change and be competitive in today’s world. 126

Awakening Saudi mathematics teachers to their traditional conception of teaching and learning: The prospect of metaphor as a tool for reconceptualising professional practice Naif Mastoor Alsulami King Abdulaziz University Peter Charles Taylor Curtin University

Saudi pre-service mathematics teachers learn about innovative teaching approaches during their undergraduate study with the aim of improving their professional teaching practice when they enter the educational field as teachers. As a Saudi mathematics teacher and practitioner-researcher, I reflected critically on my teaching experience and came to realise that many of us are not practising what we learnt. It seems that we practise only the conventional (teacher-centred) approach to teaching and learning in our classrooms. To investigate this issue I designed a critical auto/ethnographic methodology with which to engage in critical reflexivity and to interview six of my fellow Saudi preservice colleagues who are now mathematics teachers. By exploring our thoughts about teaching and learning, I found that during pre-service training we held only a traditional conception of teaching and learning and that we were largely unaware of it. Today, this conventional conception continues to govern our everyday teaching performance in the mathematics classroom. Lack of conscious awareness of our conventional conception has contributed to us thinking and acting automatically in accordance with the traditional commonplace ideology of teaching and learning. As a consequence of this research, I propose a tool that could help make ‘visible’ and subject to critical examination Saudi pre-service teachers’ deep-seated conceptions of teaching and learning. The thinking tool of ‘metaphor’ can help to excavate our implicit pedagogies and perhaps also serve as a 'master switch' to change belief sets and teaching practices.

Session 8.7

Secondary School Students’ Knowledge of Nutrition Dr. Ali H Al-Shuaili Sultan Qaboos University, Oman Mr. Nassir S Al-Mazeidi Ministry Of Education, Oman This study aimed to determine secondary school students’ concepts of nutrition. The population of this study consists of 12th year students in the academic year 2012/2013 enrolled in Omani public schools. The sample will be selected randomly covering both genders. The study will address the following questions: What is the students perception about nutrition? What is the students' knowldge of nutrition ? and What is the difference 127

of students' knowledge with respect to gender? For the purpose of the study, a proper research instrument shall be developed by the researchers. Validity will be assured through a panel of experts, wheras the reliability is to be estimated by Cronbach alpha coefficients. According to the anticipated findings, the researchers will draw relevant recommendation and suggest further related studies.

Omani social studies teachers’ beliefs about teaching in the lights of the theoretical principles of constructivism Saif Al-Maamari and Humaid Al-Saidi Sultan Qaboos University

The present study was aimed at identifying the beliefs of social studies teachers in the Sultanate of Oman about teaching in the light of the principles of constructivism theory. The data was collected by using a questionnaire consisting of five parts: The prior knowledge of learners learning social studies is linked to learners’ life experience and the learning process is conducted through social dialogue. Learning social studies is structural, active, objectoriented and involves the learner in the learning process. After checking the validity and reliability, the instrument was distributed to the study sample which consisted of 111 social studies teachers from Al’batinah North Region. The results showed that social studies teachers have strong belief that teaching social studies should be in the light of constructivism principles. It also found that teachers’ gender and experience have no impact on teacher beliefs about teaching according to the principles of constructivism.

Introducing global dimensions in Sultanate of Oman social studies curriculum from the point view of social studies educators Ahmed Hamad Al-Rabaani College of Education, Sultan Qaboos University, Oman The study aimed at investigating Omani social studies educators' views regarding the inclusion of global dimensions in the social studies curriculum in basic and post basic education cycle. The data was collected by a scale which consisted of 38 items distributed in six categories, namely: global systems, global values, global issues, global history, global trends, and global cultures. The results showed that Omani social studies educators support the inclusion of global dimensions in the social studies curriculum in both basic and post basic education cycle. However, they prefer to include more global values and global culture dimensions than others. The findings also showed that the gender variable had no significant effect on their views but experience had a significant effect in favor of those who had less experience.

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Session 8.8 (ARABIC)

THE FALLACIES OF MATHEMATICS AS AN INTRODUCTION TO TEACHING MATHEMATICS Salim Saif Almajrfi ' the fallacies of mathematics as an introduction to teaching mathematics The definition of the Fallacies . the origin of the word ' SOPHISM ' is Greek. which means skill fully fallacy .fraud or puzzle .In other words every thing is done to be "proved " the aim of establishing status is not reasonable by using a method formally seams like if it was logical. The mathematics fallacies is special type of errors that comes during math's process . In the process ,errors are hidden in a fairly good way and we get the wrong results amazingly. In spite of that training students to refute the math fallacies may not guarantee and protect them from falling in similar mistakes when their independence in the analysis ,it develop the ability of discovering the errors they might fall into and they analyze them. There fore ,the experience of the excellent mathematics' teachers makes them to put the math fallacies either at the end of the exercise of each section or during the revision ,because asking such questions can be a preliminary stage if the students will not find the answers in the textbook. The aim of this study that I am doing to determine the response of teachers to use such ways to teach math and if students have the skills of exploration that will enable them to detect the math's mistakes and correct the math conceptions they have through their information .I will collect information through the questionnaire ,the enclosed and open questions for teachers to measure the extent of their knowledge of the ways of usage and whether they consider them of learning mathematics while for students if will be in order to fine out their attitudes towards mathematics and whether the way helped them to the free exploration .After that ,I will process the data obtained by statistical methods and then access to the recommendations through this study . Number Sense of Children with Learning Difficulties: A Diagnostic and Remedial Study Dr. Khadega Badr, Department of Educational Psychology, College of Education, South Valley University, Egypt Email: [email protected] Number sense is that important part in mathematics, which refers to an intuitive understanding of numbers, their magnitude, relationships, and how they are affected by operations. Number sense is one of the most important perceptual skills focuses on how pre-school child deal with numbers and arithmetic operations. The development of number sense is the goal for mathematics in kindergarten to grade nine. In addition, while dealing and manipulating numbers is a difficult issue for children, they can develop the sense of number at early stages and through sensual activities. Today, programs of early childhood education pay no much attention to the development of number sense especially for those who suffer from cognitive or perceptual difficulties, or difficulties in learning arithmetic operations. Therefore this study aims to measure and develop number sense of children in pre-school education. A number sense diagnostic test was developed 129

to measure children’s number sense and a developmental program was applied to develop those who suffer from low level of number sense. The study found a significant number of children has a low level of number sense and need such early intervention programs to develop their number sense. In addition, the results indicated that children achieved better in the post test compared to the pre-test results. The study emphasized the importance of early intervention and developing sense number for children with learning disabilities. Keywords: Number sense, pre-school children, learning difficulties, perceptual difficulties, math learning difficulties, early intervention.

The development of science process skills among 5 th grade Omani students by integrating science and art Halima Al-Sadi Ministry of Education, Oman Abdulla Ambusaidi and Mohammed Al- Amri Sultan Qaboos University, Oman The idea of integrated curricula is one of the ideas which have been suggested for developing curricula and improving teaching methods and techniques, especially the ones associated with young children. The integration between science and art has a long history since both subjects are highly interrelated to each other. Science benefits from art in many ways such as explaining scientific phenomena, drawing and building sciences' models, whereas art benefits from science by using scientific phenomena as a source for developing: (1) drawing and painting and (2) children's imagination. The aim of the current study is to investigate the impact of using the integration approach between science and art to develop science process skills among 5th grade female students. The sample consisted of 58 female students which were divided into two groups; the experimental group (N=29) which was taught the science content by the integration approach and the control group (N=29) which was taught the science content by the conventional method of teaching. The result of the study revealed that there were statistically significant differences at ( α=0.05) between the two groups in acquiring science process skills, in classifying and communication skills and the whole process skills was in favour of the experimental group. In addition, the study showed that there were statistically considerable differences at ( α=0.05) between the pre- and post-test of science process skills in observation, classifying, communication and in the whole test for the experimental group.

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