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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192.",{"doi":1119},"10.1002\u002F(SICI)1098-237X(200003)84:2\u003C180::AID-SCE3>3.0.CO;2-X",{"id":26,"text":1121,"url":26,"identifiers":1122},"Kelly, A. (1988). Ethnic differences in science choice, attitudes and achievement in Britain. British Educational Research Journal, 14(2), 113–126.",{"doi":1123},"10.1080\u002F0141192880140201",{"id":26,"text":1125,"url":26,"identifiers":1126},"Kind, P., Jones, K. & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893.",{"doi":1127},"10.1080\u002F09500690600909091",{"id":26,"text":1129,"url":26,"identifiers":1130},"Krogh, L. B. & Thomsen, P. V. (2005). Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: Border crossing into the physics classroom. International Journal of Science Education, 27(3), 281–302.",{"doi":1131},"10.1080\u002F09500690412331314469",{"id":26,"text":1133,"url":26,"identifiers":1134},"Lent, R. W., Brown, S. D. & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122.",{"doi":1135},"10.1006\u002Fjvbe.1994.1027",{"id":26,"text":1137,"url":26,"identifiers":1138},"Lent, R. W., Brown, S. D. & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36–49.",{"doi":1139},"10.1037\u002F0022-0167.47.1.36",{"id":26,"text":1141,"url":26,"identifiers":1142},"Lindahl, B. (2007). A longitudinal study of student’s attitudes towards science and choice of career. Paper presented at the 80th NARST International Conference New Orleans, Louisiana.",{},{"id":26,"text":1144,"url":26,"identifiers":1145},"Lyons, T. (2006). Different countries, same science classes: Students’ experience of school science classes in their own words. International Journal of Science Education, 28(6), 591–613.",{"doi":1146},"10.1080\u002F09500690500339621",{"id":26,"text":1148,"url":26,"identifiers":1149},"Manning, A. (2009). Teachers’ views and experiences of being in an urban science department. Paper presented at British Educational Research Association Annual Student Conference, Manchester, 2–5 September 2009.",{},{"id":26,"text":1151,"url":26,"identifiers":1152},"Mickelson, R. A. (1990). The attitude–achievement paradox among Black adolescents. Sociology of Education, 63(1), 44–61.",{"doi":1153},"10.2307\u002F2112896",{"id":26,"text":1155,"url":26,"identifiers":1156},"Miller, P. H., Blessing, J. S. & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28(4), 363–381.",{"doi":1157},"10.1080\u002F09500690500277664",{"id":26,"text":1159,"url":26,"identifiers":1160},"Murphy, C. & Beggs, J. (2005). Primary science in the UK: A scoping study. Final report to the Wellcome Trust. London: Wellcome Trust.",{},{"id":26,"text":1162,"url":26,"identifiers":1163},"Murphy, P. & Whitelegg, E. (2006). Girls in the physics classroom: A review of the research on the participation of girls in physics. London: Institute of Physics.",{},{"id":26,"text":1165,"url":26,"identifiers":1166},"National Academy of Sciences: Committee on Science Engineering and Public Policy (2005). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy Sciences.",{},{"id":26,"text":1168,"url":26,"identifiers":1169},"Omerod, M. B. & Duckworth, D. (1975). Pupils’ attitudes to science. Slough, UK: NFER.",{},{"id":26,"text":1171,"url":26,"identifiers":1172},"Ong, M. (2005). Body projects of young women of color in physics: Intersections of gender, race, and science. Social Problems, 52(4), 593–617.",{"doi":1173},"10.1525\u002Fsp.2005.52.4.593",{"id":26,"text":1175,"url":26,"identifiers":1176},"Osborne, J. F. & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441–468.",{"doi":1177},"10.1080\u002F09500690010006518",{"id":26,"text":1179,"url":26,"identifiers":1180},"Osborne, J. F., Simon, S. & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.",{"doi":1181},"10.1080\u002F0950069032000032199",{"id":26,"text":1183,"url":26,"identifiers":1184},"Owen, S. V., Toepperwein, M. A., Marshall, C. E., Lichtenstein, M. J., Blalock, C. L., Liu, Y., et al. (2008). Finding pearls: Psychometric reevaluation of the Simpson–Troost Attitude Questionnaire. Science Education, 92(6), 1076–1095.",{"doi":1185},"10.1002\u002Fsce.20296",{"id":26,"text":1187,"url":26,"identifiers":1188},"Reay, D. (1996). Dealing with difficult differences: Reflexivity and social class in feminist research. Feminism & Psychology, 6(3), 443–456.",{"doi":1189},"10.1177\u002F0959353596063007",{"id":26,"text":1191,"url":26,"identifiers":1192},"Roberts, G. (2002). SET for success: The supply of people with science, technology, engineering and mathematics skills. London: HM Treasury.",{},{"id":26,"text":1194,"url":26,"identifiers":1195},"Schibeci, R. A. (1984). Attitudes to Science: An update. Studies in Science Education, 11, 26–59.",{"doi":1196},"10.1080\u002F03057268408559913",{"id":26,"text":1198,"url":26,"identifiers":1199},"Schreiner, C. & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education)—a comparative study of students’ views of science and science education (pdf) (Acta Didactica 4\u002F2004). Oslo, Norway: Dept. of Teacher Education and School Development, University of Oslo.",{},{"id":26,"text":1201,"url":26,"identifiers":1202},"Sjøbeg, S. & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia Pacific Forum on Science Learning and Teaching, 6(2), 1–16.",{},{"id":26,"text":1204,"url":26,"identifiers":1205},"Smart, S. & Rahman, J. (2009). Bangladeshi girls choosing science, technology, engineering and maths. London: CfBT Education Trust.",{},{"id":26,"text":1207,"url":26,"identifiers":1208},"Springate, I., Harland, J., Lord, P. & Wilkin, A. (2008). Why choose physics and chemistry? The influences on physics and chemistry subject choices of BME students. London: Institute of Physics.",{},{"id":26,"text":1210,"url":26,"identifiers":1211},"Strand, S. (2007). Minority ethnic pupils in the Longitudinal Study of Young People in England (LSYPE). London: Department for Children, Schools and Families.",{},{"id":26,"text":1213,"url":26,"identifiers":1214},"Strand, S. & Winston, J. (2008). Educational aspirations in inner city schools. Educational Studies, 34(4), 249–267.",{"doi":1215},"10.1080\u002F03055690802034021",{"id":26,"text":1217,"url":26,"identifiers":1218},"Tai, R. H., Liu, C. Q., Maltese, A. V. & Fan, X. (2006). Planning early for careers in science. Science, 312, 1143–1144.",{"doi":1219},"10.1126\u002Fscience.1128690",{"id":26,"text":1221,"url":26,"identifiers":1222},"The Royal Society (2006). A degree of concern? UK first degrees in science, technology and mathematics. London: The Royal Society.",{},{"id":26,"text":1224,"url":26,"identifiers":1225},"Turner, S. L., Steward, J. C. & Lapan, R. T. (2004). Family factors associated with sixth-grade adolescents’ math and science career interests. The Career Development Quarterly, 53, 41–52.",{"doi":1226},"10.1002\u002Fj.2161-0045.2004.tb00654.x",{"id":26,"text":1228,"url":26,"identifiers":1229},"Vidal Rodeiro, C. L. (2007). A level subject choice in England: Patterns of uptake and factors affecting subject preferences. Cambridge, UK: University of Cambridge Local Examinations Syndicate.",{},{"id":26,"text":1231,"url":26,"identifiers":1232},"Zeldin, A. L. & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37(1), 215–246.",{"doi":1233},"10.3102\u002F00028312037001215",false,{"id":1236,"createTime":1237,"updateTime":1238,"relativeEntities":1239,"slug":1240,"properties":1241,"entityType":817,"verifyStatus":25,"verifyTime":1250,"verifyNote":1251,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"primaryUrl":1252,"fullTextUrl":26,"authors":1253,"publicationType":923,"publisherRelationship":1310,"citationCount":161,"citationInfo":1343,"publishDate":1346,"publishYear":1344,"citationAnalyzeStatus":28,"lastCitationAnalyze":1238,"indexDatabases":26,"openAccess":26,"references":1347,"isForceReanalyzing":1234},"28faec28-3926-4208-804e-cf849dee1e2e","2024-01-25T01:09:48.892+00:00","2026-04-19T20:09:44.782+00:00",[],"Enriching-Mathematics-Education-with-Visual-Arts-Effects-on-Elementary-School-Students-Ability-in-Geometry-and-Visual-Arts",{"abstract":1242,"title":1244,"doi":1246,"gsPaper":1248},{"EN":1243},"This study evaluates the effects of the Mathematics, Arts, and Creativity in Education (MACE) program on students’ ability in geometry and visual arts in the upper grades of elementary school. The program consisted of a lesson series for fourth, fifth, and sixth grade students in which geometry and visual arts were integrated, alongside with a professional development program for teachers. A quasi-experimental study was conducted in which three groups of teachers and their classes were investigated. One group of teachers taught the lesson series and followed a professional development program (n = 36), one group of teachers only taught the lesson series (n = 36), and a comparison group taught a series of traditional geometry lessons from mathematical textbooks (n = 43). A geometrical ability, creativity, and vocabulary test and a visual arts assignment were used in a pre- and post-measurements to test the effects of the MACE program. Results showed that students who received the MACE lesson series improved more than students who received regular geometry lessons only in geometrical aspects perceived in a visual artwork. Regarding students’ understanding and explanation of geometrical phenomena and geometrical creative thinking, all students improved, but no differences between the groups were found, which implies that on these aspects the MACE program was as effective as the comparison group that received a more traditional form of geometry education.",{"EN":1245},"Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts",{"VOID":1247},"10.1007\u002Fs10763-019-10018-z",{"VOID":1249},"[\"12320251058528659866\"]","2024-04-30T16:20:46.526+00:00","Auto Verify","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10763-019-10018-z",[1254,1272,1286],{"id":1255,"sortIndex":36,"researcher":26,"roles":1256,"affiliations":1258,"properties":1267},"f2480a29-3c3e-4b66-b555-a2db4f22ffd1",[1257],"AUTHOR",[1259],{"id":26,"sortIndex":36,"affiliation":1260,"properties":26},{"id":1261,"createTime":1262,"updateTime":1262,"relativeEntities":1263,"slug":26,"properties":1264,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"c5738595-bfd9-4c7a-a6b5-14b4725560e7","2024-01-25T01:09:48.929+00:00",[],{"title":1265},{"VI":1266},"Department of Education & Pedagogy, Utrecht University, Utrecht, the Netherlands",{"title":1268,"gsAuthor":1270},{"VI":1269},"Eveline M. 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A., & Kaufman, J. C. (2010). Nurturing creativity in the classroom. New York: Cambridge University Press.","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":1353},"10.1007\u002Fs10440-022-00541-7",{"id":26,"text":1355,"url":1356,"identifiers":1357},"Bostic, J. D. (2011). The effects of teaching mathematics through problem-solving contexts on sixth-grade students’ problem-solving performance and representation use (Doctoral dissertation). University of Florida, FL. Retrieved from http:\u002F\u002Fufdc.ufl.edu\u002FUFE0043164\u002F00001.","http:\u002F\u002Fufdc.ufl.edu\u002FUFE0043164\u002F00001",{},{"id":26,"text":1359,"url":1360,"identifiers":1361},"Braakhuis, G., Von Piekartz, R., Vogel, H. & De Graaf, T. (2012). Kennisbasis Beeldend onderwijs op de Pabo [Knowledge base visual arts education at primary school teacher education]. Retrieved from https:\u002F\u002F10voordeleraar.nl\u002Fkennisbases\u002Fpublicaties","https:\u002F\u002F10voordeleraar.nl\u002Fkennisbases\u002Fpublicaties",{},{"id":1349,"text":1363,"url":1351,"identifiers":1364},"Bresler, L. (1999). The hybridization and homogenization of school art: Institutional contexts for elementary art specialists. Visual Arts Research, 25, 25–37. Retrieved from https:\u002F\u002Fwww.jstor.org\u002Fstable\u002F20715983?seq=1#page_scan_tab_contents",{"doi":1353},{"id":26,"text":1366,"url":26,"identifiers":1367},"Buijs, K., Klep, J. & Noteboom, A. (2008). TULE - Rekenen\u002Fwiskunde [TULE – Arithmetic\u002FMathematics]. Enschede: SLO.",{},{"id":26,"text":1369,"url":1370,"identifiers":1371},"Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105, 380–400. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0031084.","https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0031084",{"mag":1372,"openalex":1373,"doi":1374},"2045744625","W2045744625","10.1037\u002Fa0031084",{"id":26,"text":1376,"url":1377,"identifiers":1378},"Chi, M. T. H., De Leeuw, N., Chiu, M.-H., & Lavancher, C. (1994). Eliciting self-sxplanations improves understanding. Cognitive Science, 18, 439–477. https:\u002F\u002Fdoi.org\u002F10.1016\u002F0364-0213(94)90016-7.","http:\u002F\u002Fdx.doi.org\u002F10.1016\u002F0364-0213(94)90016-7",{"doi":1379},"10.1016\u002F0364-0213(94)90016-7",{"id":1349,"text":1381,"url":1351,"identifiers":1382},"Crane, J. (1996). Effects of home environment, SES and maternal test scores on mathematics achievement. The Journal of Educational Research, 89, 305–314. Retrieved from https:\u002F\u002Fwww.jstor.org\u002Fstable\u002F27542048?seq=1#page_scan_tab_contents",{"doi":1353},{"id":26,"text":1384,"url":1385,"identifiers":1386},"Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34–41. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2014.03.003.","https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2014.03.003",{"mag":1387,"openalex":1388,"doi":1389},"1997727975","W1997727975","10.1016\u002Fj.tate.2014.03.003",{"id":26,"text":1391,"url":1392,"identifiers":1393},"Dobbins, K. (2009). Teacher creativity within the current education system: A case study of the perceptions of primary teachers. 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International Journal of Educational Research, 21, 373–385. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fs0883-0355(06)80026-1.","https:\u002F\u002Fdoi.org\u002F10.1016\u002Fs0883-0355(06)80026-1",{"doi":1408},"10.1016\u002Fs0883-0355(06)80026-1",{"id":26,"text":1410,"url":1411,"identifiers":1412},"Gravemeijer, K. P. E. (2007). Reken-wiskundeonderwijs anno 2007-tussen oude waarden en nieuwe uitdagingen–[Arithmetic-mathematics education in the year of 2007–between old values and new challanges-] Panama-Post, 26, 3–10. Retrieved from https:\u002F\u002Fwww.rekenenwiskunde21.nl.","https:\u002F\u002Fwww.rekenenwiskunde21.nl",{},{"id":26,"text":1414,"url":1415,"identifiers":1416},"Haanstra, F. (2014). Nationale leerplannen en leerplankaders voor de kunstvakken [National curricula and curriculum frameworks for the arts subjects]. Cultuur + Educatie, 14, 8–25. 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