December 2020

Volume 16 Issue 12

Indexed by SCOPUS® & ERIC

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Editors-in-Chiefs

Chun-Yen CHANG, National Taiwan Normal University (NTNU), TAIWAN Lianghuo FAN, University of Southampton, UNITED KINGDOM

Editors Engineering Education Xiangyun DU, Qatar University, QATAR & UNESCO PBL Center for Engineering and Science Education, Aalborg University, DENMARK Teen-Hang MEEN, National Formosa University, TAIWAN Mathematics Education Kwok Cheung CHEUNG, University of Macau, MACAU Mei-Shiu CHIU, National Chengchi University, TAIWAN Oh Nam KWON, Seoul National University, SOUTH KOREA Joohi LEE, University of Texas at Arlington, USA Sandra NITE, Texas A&M University, USA Chunxia QI, Beijing Normal University, CHINA Alison Castro SUPERFINE, University of Illinois at Chicago, USA Der-Ching YANG, National Chiayi University, TAIWAN Science Education Onofrio Rosario BATTAGLIA, University of Palermo, ITALY Hayat HOKAYEM, Texas Christian University, USA Hui JIN, Educational Testing Service, USA Jing LIN, Beijing Normal University, CHINA Silvija MARKIC, University of Education Ludwigsburg, GERMANY Jan Alexis NIELSEN, University of Copenhagen, DENMARK Mariusz PANCZYK, Medical University of Warsaw, POLAND Milan KUBIATKO, Jan Evangelista Purkyně University, CZECH REPUCBLIC Sarantos PSYCHARIS, School of Pedagogical and Technological Education, GREECE Wan NG, University of Technology Sydney, AUSTRALIA Technology Education Denise M. BRESSLER, University of Pennsylvania, USA M. Shane Tutwiler, University of Rhode Island, USA Tzu-Hua WANG, National Tsing Hua University, TAIWAN (R.O.C.) Yi-Shun WANG, National Changhua University of Education, TAIWAN Zacharia ZACHARIAS, University of Cyprus, CYPRUS Assistant Editors Jana FANCOVICOVA, University of Trnava, SLOVAKIA, E-mail: fankaj@gmail.com Vanda JANSTOVA, Charles University, Prague, CZECH REPUBLIC, E-mail: vanda.janstova@natur.cuni.cz

Editorial Board Members Mathematics Education Lyn ENGLISH, Queensland University of Technology, AUSTRALIA Uwe GELLERT, Freie Berlin University, GERMANY Anjum HALAI, Aga Khan University, PAKISTAN Gert KADUNZ, University of Klagenfurt, AUSTRIA Mailizar MAILIZAR, Syiah Kuala University, INDONESIA

Charis VOUTSINA, University of Southampton, UNITED KINGDOM Science Education Fouad ABD-EL-KHALICK, University of Illinois at Urbana-Champaign, USA Agustin ADÚRIZ-BRAVO, Universidad de Buenos Aires, ARGENTINA Maria Pilar Jiménez ALEIXANDRE, Universidade de Santiago de Compostela, SPAIN Michael ALLEN, Kingston University, UK Kyriacos ATHANASIOU, National and Kapodistrian University of Athens, GREECE Alipaşa AYAS, Bilkent Üniversitesi, TURKEY Nélio BIZZO, Universidade de São Paulo, BRAZIL Saouma BOUJAOUDE, American University of Beirut, LEBANON Lynn A. BRYAN, Purdue University, USA Peter C. CORMAS, California University of Pennsylvania, USA Colleen T. DOWNS, University of KwaZulu-Natal, SOUTH AFRICA Jan H. VAN DRIEL, University of Melbourne, AUSTRALIA Ingo EILKS, University of Bremen, GERMANY Olle ESKILSSON, Kristianstad University, SWEDEN Anna Maria GRUGNETTI, University of Pavia, ITALY Gürol IRZIK, Sabanci Üniversitesi, TURKEY Marika KAPANADZE, Ilia State Univesity, GEORGIA Gregory J. KELLY, The Pennsylvania State University, USA Sarika KEWALRAMANI, Monash University, AUSTRALIA Vanessa KIND, Durham University, UK Vincentas LAMANAUSKAS, University of Siauliai, LITHUANIA Jari LAVONEN, University of Helsinki, FINLAND Norman G. LEDERMAN, Illinois Institute of Technology, USA Rachel MAMLOK-NAAMAN, Weizmann Institute of Science, ISRAEL Sonya N. MARTIN, Seoul National University, REPUBLIC OF KOREA Mansoor NIAZ, Universidad de Oriente, VENEZUELA Pernilla NILSSON, Halmstad University, SWEDEN Rolf V. OLSEN, University of Oslo, NORWAY Kamisah OSMAN, Universiti Kebangsaan Malaysia, MALAYSIA Paul PACE, University of Malta, MALTA Pavol PROKOP, Trnava University, SLOVAKIA Sarantos PSYCHARIS, School of Pedagogical and Technological Education - ASPETE, GREECE Martin RUSEK, Charles University, CZECH REPUBLIC Rohaida Mohd. SAAT, University of Malaya, MALAYSIA Chieh-Jen SHIEH, Huaqiao University, CHINA Kenneth TOBIN, The Graduate Center of CUNY, USA Technology Education Chin-Chung TSAI, National Chiao Tung University, TAIWAN Lung Hsiang WONG, Nanyang Technological University, SINGAPORE

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The Eurasia Journal of Mathematics, Science and Technology Education (Abbrev. EURASIA J. Math., Sci Tech. Ed. or EJMSTE) is an English Open Access peer-reviewed journal publishing articles on all aspects of Mathematics, Science and Technology Education with ISSN: 1305-8223 (online) and 1305-8215 (print). The journal is published 12 times in a year, and strictly adheres to the principles of the peer review process.

EURASIA Journal of Mathematics, Science and Technology Education encourages submissions from all authors throughout the world. Manuscripts are judged by two experts solely on the basis of their contribution of original data, ideas and their presentation. All manuscripts must comply with Manuscript Preparation Guidelines. Submitted manuscripts must not have been published, accepted for publication or be under consideration elsewhere.

Submissions: EJMSTE has a fully online review system. This system offers authors the convenience of submitting their manuscripts via EditorialPark. Please send your manuscripts an MS Word attachment to the editors via the following address: https://www.editorialpark.com/ejmste/

Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE) is a monthly journal published online 12 times annually in January, February, March, April, May, June, July, August, September, October, November, and December.

EJMSTE is indexed and/or abstracted in ROAD, EdNA Online Database, Education Research Index, ERIC, ERIH, Genamics JournalSeek, Google Scholar, Higher Education Teaching and Learning Journals, Higher Education Research Data Collection, MathDi, PsycINFO, SCOPUS (Elsevier), TOC Premier Database, Ulrich’s Periodicals Directory, ZDB - Zeitschriftendatenbank.

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© 2005-2020. All rights reserved by Modestum Limited. Copyright for Open Access Content is Retained by Authors. Also, authors continue to hold the copyrights of their own papers by acknowledging that their papers are originally published in the EURASIA J Math, Sci & Tech Ed. Hence, articles published are licensed under a “Creative Commons Attribution 4.0 International License.”

ISSN: 1305-8215 (Print), 1305-8223 (Online)

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VOLUME 16 ISSUE 12 CONTENTS (DECEMBER 2020)

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy Sirak Tsegaye Yimer https://doi.org/10.29333/ejmste/8705

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Does Individual Interest Still Predict Achievement in Science and Technology When Controlling for Self-Concept? A Longitudinal Study Conducted in Canadian Schools Patrice Potvin, Abdelkrim Hasni, Jean-Philippe Ayotte-Beaudet, Ousmane Sy https://doi.org/10.29333/ejmste/8938

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The Relationship between Integrating Educational Technology in Mathematics Education and the Mathematics Achievement of German Students Petronella Elize Saal, Marien Alet Graham, Linda van Ryneveld https://doi.org/10.29333/ejmste/8939

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Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal Rajendra Kunwar, Lekhnath Sharma https://doi.org/10.29333/ejmste/8940

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Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion Saiqa Azam https://doi.org/10.29333/ejmste/8941

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“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher Endang Purwaningsih, Ahmad Suryadi, Nuril Munfaridah https://doi.org/10.29333/ejmste/9123

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Efficacy of Inquiry-Based and “Cookbook” Labs at Human Physiology Lessons at University Level - Is There an Impact in Relation to Acquirement of New Knowledge and Skills? Lukas Rokos, Radka Zavodska https://doi.org/10.29333/ejmste/9124

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Students’ Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues Ulrika Bossér, Mats Gunnar Lindahl https://doi.org/10.29333/ejmste/9127

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Exploring the Autonomy of South African School Science Students when Doing Investigative Inquiries for a Science Fair Umesh Dewnarain Ramnarain https://doi.org/10.29333/ejmste/9128

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Synthesizing Results from Empirical Research on Engineering Design Process in Science Education: A Systematic Literature Review Nanang Winarno, Dadi Rusdiana, Achmad Samsudin, Eko Susilowati, Nur Jahan Ahmad, Ratih Mega Ayu Afifah https://doi.org/10.29333/ejmste/9129

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Reciprocal Learning in Mathematics Problem Posing and Problem Solving: An Interactive Study between Canadian and Chinese Elementary School Students Aihui Peng, Li Cao, Bo Yu https://doi.org/10.29333/ejmste/9130

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Toward Understanding the Structure of the Historical Controversy: Atomic Models as an Exemplar Sangwoon Kwon, Gyoungho Lee, Mansoor Niaz https://doi.org/10.29333/ejmste/9148

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Mathematics for Computer Science: A Flipped Classroom with an Optional Project Yehudit Judy Dori, Zehavit Kohen, Brian Rizowy https://doi.org/10.29333/ejmste/9149

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Relationships between Knowledge, Attitudes and Interests of Spanish Pre-university Students in Relation to Different Areas of Biotechnology Luisa López-Banet, Cristina Ruiz González, Enrique Ayuso Fernández https://doi.org/10.29333/ejmste/9158

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Differences between how Undergraduate Students Define Geometric Solids and what their Lecturers Expect from them through the Lens of the Theory of Commognition Verónica Martín-Molina, Alfonso J. González-Regaña, Rocío Toscano, José María Gavilán-Izquierdo https://doi.org/10.29333/ejmste/9159

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Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia Yenenesh Workneh Woldeamanuel, Nega Tassie Abate, Dessalegn Ejigu Berhane https://doi.org/10.29333/ejmste/9276

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A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic Walter F. Castro, Luis R. Pino-Fan, Jesus G. Lugo-Armenta, Jorge A. Toro, Silvia Retamal https://doi.org/10.29333/ejmste/9277

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Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction Amani Khalaf. H. Alghamdi, Fayadh Hamed Alanazi https://doi.org/10.29333/ejmste/9278

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The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-solution Tasks Sfiso Cebolenkosi Mahlaba https://doi.org/10.29333/ejmste/9279

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Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study Alpaslan Sahin, Hersh C Waxman https://doi.org/10.29333/ejmste/9332

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Effects of Grade Level and Object Size on Students’ Measurement Estimation Performance Hsin-Mei E. Huang https://doi.org/10.29333/ejmste/9342

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Parents’ Daily Household Activities on Child Litter Awareness: An Action Research Case Tsebo Kgoto Matsekoleng https://doi.org/10.29333/ejmste/9343

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Enhancing Students’ Learning Activity and Outcomes via Implementation of Problem-based Learning Noviana Astuti Irna Sakir, Jae Geun Kim https://doi.org/10.29333/ejmste/9344

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Validating of Knowledge, Attitudes, and Practices Questionnaire for Prevention of COVID-19 infections among Undergraduate Students: A RASCH and Factor Analysis Muhammad Saefi, Ahmad Fauzi, Evi Kristiana, Widi Cahya Adi, M Muchson, M Eval Setiawan, Novita Nurul Islami, Dian Eka Aprilia Fitria Ningrum, M Alifudin Ikhsan, Mavindra Ramadhani https://doi.org/10.29333/ejmste/9352

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Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool Tsedeke Abate, Kassa Michael, Carl Angell https://doi.org/10.29333/ejmste/9353

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Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools Salifu Maigari Mohammed, Kwaku Darko Amponsah, Ernest Ampadu, Eliot Kosi Kumassah https://doi.org/10.29333/ejmste/9373

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Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation María P. Gómez-Arízaga, Marianela Navarro, Annjeannette Martin, Karin Roa-Tampe, María Leonor Conejeros-Solar, Leonie Kronborg, Marieta Valdivia-Lefort, Hernán Castillo-Hermosilla, Bárbara Rivera-Lino https://doi.org/10.29333/ejmste/9374

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