key: cord-0061877-5t0hghyg authors: McDougall, Douglas title: Starting the Third Decade: Reaching Further and Deeper date: 2021-04-12 journal: Can DOI: 10.1007/s42330-021-00144-8 sha: eb4d3c0e80aa4b4404abc75db3d7ef11a6fb6269 doc_id: 61877 cord_uid: 5t0hghyg nan to focus on serious socio-scientific issues. The book is written by knowledgeable and experienced researchers with an interaction between theory, practice, and research to provide leaders with a practical analysis for the future transformation of science museums and critical exhibitions. These two papers further illustrate the importance of science learning in formal and informal places. There are three papers that explore mathematics at the K-12 level. Lagrange (2021) is interested in the design of modeling activities in mathematics and other scientific disciplines. He looked at how modeling can serve as a foundation of mathematical concepts. He studied a general question and then offered high school students tasks to explore models. He uses a theoretical framework of connected spaces. Even though some of the situations were quite complex, the students were able to understand the models and underlying concepts. He leaves us with a number of questions, specifically which models to use and what tasks to propose. In another paper, Martin et al. (2021) provide an analysis of probability tasks in three elementary school mathematics textbooks in Quebec. They provided descriptive statistical analysis of 267 probability tasks and investigated five tasks in depth. They look at the origin of the tasks, the size of the sample, and the interpretations of the results. They describe the need to support the development of these tasks and the teachers' didactic intentions that guide the learning experiences. In the third paper, Milewski et al. (2021) write about teacher noticing and decision making. They introduce the concept of conditional construals to illustrate the moments when teachers need additional context to judge the appropriateness of a teaching action. They use the identification of these moments to study the type of reasoning used by the teacher so they can be better informed about the information that teachers need to make decisions. There is one article that focuses on STEM education. Kwon et al. (2021) investigated the effect of project-based learning activities in STEM with middle and high school students attending a 1-or 2-week summer camp. The students completed surveys on problem-solving beliefs and STEM semantics. They found that informal STEM project-learning activities improve their STEM perceptions. They also found that students' problem-solving beliefs could directly influence students' STEM career perceptions. These findings illustrate the importance of STEM activities in informal settings. Imagine their effect if our schools engaged in more STEM project-based learning activities. There are two papers in this issue that focus on university undergraduate mathematics education. Lane et al. (2021) investigate the use of blended learning (BL), which combines online learning with face-to-face learning. They analyzed student and instructor feedback from surveys and interviews from science courses in university. They found that emotional engagement is a good predictor of student satisfaction and success. They encourage instructors to use collaborative learning strategies and to maintain a personal connection with the students. In the COVID-19 teaching environment, opportunities to enhance student experience and reduce challenges to teaching and learning are very important. This study gives us insights into the blended learning teaching format that could be extended to all online learning environments. In a study of first-year university students in Calculus mathematics classes, O'Shea & Breen (2021) investigated the differences between mathematics at school and at university. Non-routine tasks were used to consider their views on the differences and the type of task on either side of the transition. They found a dual role in use of mathematics tasks: they are used to make the instructor's expectations clear to the students as well as providing opportunities for students to develop mathematical thinking skills. The authors also suggest that these benefits and roles can be found in other mathematical topics other than Calculus. There are two papers that focus on technology with preservice teachers. Bayage et al. (2021) explored university faculty perceptions on preservice teachers' use of information and communication technology (ICT). The authors found that, although the preservice teachers were exposed to ICT, there remain challenges that inhibit ICT use by the preservice teachers. One challenge is the lack of agreement on how to prepare the preservice teachers to use technology in their classrooms. Embedded in this challenge is the observation that university faculty has different opinions on their own use of ICT and its implementation in the program. Kahraman (2021) investigated the effects of blog-based learning on preservice science teachers' Internet self-efficacy and their understanding of atmosphere-related environmental problems. Groups of students were asked to perform activities to access documents, prepare a presentation, share findings, and develop a blog. The use of writing in science classrooms is important to facilitate students' conceptual understanding of science concepts. Blogs are a good way to encourage writing about science concepts. This study found that blog-based learning had a positive effect on students' understanding of atmosphere-related environmental problems. This issue starts our journey into the third decade. We look for ways to extend our reach into other countries, areas of research, and education ideas in formal and informal spaces. We look forward to your participation as a reader, author, and reviewer of the Canadian Journal of Science, Mathematics, and Technology Education. The author declares no competing interests. Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems University Faculty Opinions on Preservice Teachers' Technological Readiness L'interface éducation formelle et non formelle: un chantier en partage pour l'éducation scientifique The effects of blog-based learning on pre-service science teachers' Internet self efficacy and understanding of atmosphere-related environmental issues Informed-decision regarding global warming and climate change among high school students in the United Kingdom When I Believe, I Can: Success STEMs from My Perceptions Les espaces de travail connectés: une perspective nouvelle pour la modélisation dans le secondaire? Engagement and Satisfaction: mixed-method analysis of blended learning in the sciences L'analyse des tâches probabilistes proposées dans des cahiers d'apprentissage destinés à l'enseignement-apprentissage des mathématiques au primaire au Québec: exemplification de tâches inscrites dans l'approche fréquentielle It depends": Using ambiguities to better understand mathematics teachers' decision-making Students' views on transition to university: the role of mathematical tasks Controversy in Science Museums: Re-imagining Exhibition Spaces and Practice Controversy and Critical Exhibitions: Envisioning a fourth generation of science museums Confusions on "Guidance" in Inquiry-Based Science Teaching: A Response to Aditomo and Klieme (2020)