University Students’ Experiences of Secondary School Science Education: Analysis of Attitudes and Background Variables

The purpose of the study was to determine the effect of Professional Learning Communities (PLCs) on science teachers’ instructional practices and assessment practices. Based on the pragmatist’s paradigm and mixed methods approach, the study used the Convergent parallel mixed methods design. Professional Learning communities (PLC) and Instructional and Assessment Practices Questionnaire (PLCIAQ) were used to collect data. The sample consisted of 17 in-service science teachers who participated in weekly PLC sessions in their schools for two years. The sample was purposively selected to include only science teachers. It was found that most of the teachers (76.5%) stated that PLCs positively affected their instructional practices. PLCs have a moderate effect on science teachers’ instructional practices (M = 3.71, SD = 0.92). It was found that PLCs have more effect on science teachers’ instructional practices (M = 3.94, SD = 1.03) followed by their classroom management practices (M = 3.88, SD = 1.27), student grouping practices (M = 3.82, SD = 1.13), science content taught (M = 3.71, SD = 1.26), teaching materials (M = 3.65, SD = 1.37), teaching methods (M = 3.65, SD = 1.41). It was also revealed that most of the science teachers (88.2%) think that PLCs positively affected their assessment practices. PLCs have a moderate effect on science teachers’ assessment practices (M = 3.73, SD = 0.71). It was found that PLC has influenced more on summative assessment (M = 3.94, SD = 0.75), followed by formative assessment (M = 3.82, SD = 1.07), and the kinds of questions asked (M = 3.71, SD = 1.05). Also, PLCs least affected frequency of assessments (M = 3.65, SD = 0.86) and assessments by collaborative teams (M = 3.41, SD = 1.12). Paired samples t-test revealed no statistically significant difference in science teachers’ instructional practices (M = 3.71, SD = .92) and their assessment practices (M = 3.74, SD = .71), t (16) = -.629, p = .791. However, Pearson’s correlation reveals a significant high correlation between science teachers’ instructional and assessment practices (r = .851, p = 0.000).

Following up on efforts to improve the quality and quantity of international publications of lecturers and students of UPI (Indonesia University of Education) Postgraduate Schools, Master Program in Chemistry, Physics, Biology, Science and Mathematics Education and Doctor Program in Science and Mathematics Education collaboratively conducted International Conference on Mathematics and Science Education 2019 on Saturday 29 June 2019 at the Grand Mercure Setiabudi Bandung.The theme of the conference was “Mathematics and Science Education Research for Sustainable Development”, with coverage of Mathematics Education, Physics Education and STEM (Science, Technology, Engineering and Mathematics).The main objective of this conference is to improve the academic atmosphere within the UPI environment, particularly at the UPI Postgraduate School and strengthen the lecturer and student publications through the International Conference on Mathematics and Science Education (ICMScE )2019. Specific objectives to be achieved regarding this conference are (1). Increase the number of scientific publications of lecturers and Postgraduate students in conference proceedings, and (2). Increase the number of citation index lecturers and students of the UPI Graduate School in the Master Program in Chemistry, Physics, Biology, Science and Mathematics Education and Doctor Program in Science and Mathematics Education.List of Committees and Conference Photographs are available in this PDF.

The purpose of this study is to explore the epistemological foundation of science teachers' beliefs and understanding of students' activities in chemistry lessons. It also helps to find out the philosophical perspectives of science teachers and students to accomplish practical activities to transfer school science learning to activity-based instruction. Science teachers' teaching style, students' interaction and engagement in chemistry lessons and collaborative inquiry were closely observed and their epistemologies were documented and explored. Chemistry classes with practical activities were observed in two community schools located at Province 3 (Kathmandu), Nepal. Interpretive data were generated and analyzed concerning a philosophical perspective on play-way chemistry learning. The pragmatic methodological approach was applied, focusing on the experiences of students and their collaboration with the science teachers. The analysis of activity discourse showed that the learning and understanding of chemistry depend upon the basic epistemology of science teachers, activity-based learning and the collaboration between a science teacher and the students were conducted. The results suggest that the science teachers' dogmatic epistemology is the major hindrance and an influential factor resulting in students' poor understanding in chemistry lessons.

Students' attitudes and perceptions about a course of study and their career choices are influenced by their prior educational experiences. These experiences also apply to physics education, which is not exempt from this process. University students' attitudes toward physics classes during their high school years, the teaching methods used in the course, and their opinions about studying physics are investigated in this study. Students majoring in education, engineering, and health sciences at a university in northern Iraq participated in the survey. The survey collected data from 243 students. The researchers designed a survey that was used to collect data. Descriptive statistics, cluster analysis, and the Mann–Whitney and Kruskal–Wallis tests were used to answer the research questions. The results show that students' opinions about high school physics classes can be positive. Students' attitudes and thoughts do not change according to gender, school status, grade level, or departments. The use of technology and supporting course materials were effective in all dimensions.

Bullying victimization in childhood and adolescence is widely acknowledged for its detrimental effects on mental health and loneliness in young adulthood. However, the influence of onset time when bullying happens (in primary and/or secondary school) and of distinct forms of bullying remain underexplored. The study aims to explore the associations between seven forms of victimization (being teased or called nasty names; rumor spreading; physical harm; threat; property damage; robbery; social exclusion) during university students' primary and secondary school years and their current mental health and loneliness in China. A total of 684 university students (mean age = 19.05, SD = 1.56) completed Depression, Anxiety, Stress Scale (DASS-21), UCLA Loneliness Scale, and Retrospective Bullying Questionnaire, which involves recollection of bullying victimization during primary and secondary school years. Stable victim (those who experienced bullying victimization during both primary and secondary school years) was most strongly associated with current higher levels of depression, anxiety, stress, and loneliness. Different forms of bullying victimization in primary and secondary school years were independently associated with mental health and loneliness. Specifically, rumor spreading in secondary school strongly predicted depression, anxiety, and stress, while social exclusion in primary school was closely linked to depression, anxiety, and loneliness. These findings underscore the long-term psychological impact of various forms of bullying victimization experienced in primary and secondary school years and highlight the importance of targeted interventions that address specific types of bullying in primary and secondary school years to mitigate their enduring effects on mental health in young adulthood.

This study analyzed data from the 2018 Teaching and Learning International Study of secondary education teachers to investigate differences in instructional practices of mathematics and science teachers in relation to the percentage of English learners (EL) they instruct. The study used a series of regression models to examine if EL class composition and teacher self‐efficacy are significant predictors of clarity of instruction or cognitive activation practices. Further tests investigated whether the interaction of these terms moderated instructional practice. Results indicate that mathematics teachers increase the use of clarity of instruction but decrease cognitive activation practices with increased numbers of ELs but showed no correlation to instructional practices for science teachers. Results do not support a moderating effect of teacher self‐efficacy on the relationship between instructional practices and the percentage of ELs in classrooms, suggesting that trends associated with class composition are independent of teacher ability beliefs.

Introduction: Vocational development and career choice represent key processes in the transition to higher education and are related to students’ overall well-being. At the same time, healthy lifestyles influence academic adaptation and students’ physical and psychological health. Objective: The study analyzed the relationship between vocational development, career choice, and the promotion of active and healthy lifestyles among university leveling students. Methodology: The research was conducted under a quantitative approach with a non-experimental, cross-sectional design and a correlational scope. The sample consisted of one hundred eighty university leveling students selected through intentional sampling. Data collection was carried out using a structured questionnaire that assessed vocational development, clarity in career choice, and healthy lifestyles. The data were analyzed using descriptive and correlational statistical procedures. Results: The results showed moderate levels of vocational development and healthy lifestyles among most students. A positive relationship was identified between vocational development and clarity in career choice, as well as a significant association between vocational development and the adoption of habits related to physical activity and general well-being. Discussion: The findings were consistent with previous research indicating that vocational clarity is associated with higher levels of well-being and better organization of healthy habits among university students. Conclusions: Vocational development is related to the adoption of healthy lifestyles among university leveling students.

This investigation evaluated the social learning environment and problem solving technique on Science Education university students' (n=909) attitudes: do gender moderate the relationship?The study area is federal universities in Enugu and Ebonyi state, Nigeria.The methodology used in the study was correlation design.The Yamane sample size technique was used to draw the sample.The study was guided by four research questions and four hypotheses.The Social Learning Environment Questionnaire (SLEQ), the Problem Solving Techniques Inventory (PSTI), and the Student's Attitude Scale (SAS) were the three instruments used in data collection.The results indicated that attitudes about Science Education option courses and perceptions of the social learning environment among university students were moderate positively related (R=0.330), the relationship is significant (P < .05).More so, the result indicated that attitudes about Science Education option courses and perceptions of the social learning environment among university male students were low positively related (R = 0.039).However, there is a significant difference in relationship (P <.05).The result also revealed that attitudes about Science Education option courses and perceptions of the social learning environment among university female students were moderate positively related (R = 0.459), however, a significant difference exists in the relationship (P > .05).It is also revealed that there is a low positive relationship between university students' problemsolving techniques and attitude towards Science Education option subjects scores.(R= 0.171), thus there is a significant difference in relationship (P <.05).Finally, attitudes about Science Education option courses and problem-solving techniques among university male and female students were low positively.(R= 0.132 male; R = 0.258 female).As a result, the relationship is significant (P <.05).

The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4–7 (approximately 16–19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females. Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling. Implications of these findings for curriculum design are discussed.

Support needs for registered nurses to bachelor of science in nursing students in Kenyan universities.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entry-level students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semester-long training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic regression of persistence outcome variable showed that students are three times more likely to persist to CHEM 202 if they had a UTA in CHEM 201. Other positive predictors of retention included having strong college grades, and having strong ACT math scores. Coupled with HLM analysis result that UTAs were more effective at helping students with higher college GPAs achieve higher grades, the stronger persistence of UTA-led students showed that the UTA program is an effective program for retention of introductory-level students in STEM majors.

Debate has continued throughout the last decade over the existence and possible causes of differences between males' and females' mathematical skills. Several observations recur as the focus of this controversy. First, adolescent boys have been found to score higher than girls on standardized mathematics achievement tests.' Second, males are more likely than females to engage in a variety of optional activities related to mathematics, from technical hobbies to careers in which math skills play an important role.2 Third, adolescent males typically perform better than their female

Background. The dispatch of practical instructions to schools and supervisors before the actual conduct of the practical examination over the years has not received the same level of attention as given to the movements of people and goods and, therefore, is prone to challenges. However, the process could be automated using artificial intelligence. Previous studies have investigated the effects of automation on the control and delivery of goods in the transport management sector. Objectives. This study assessed science teachers’ challenges and readiness for automated practical instruction control and delivery systems. Materials and methods. The study adopted an ex post facto design and recruited one hundred science teachers. Science Teacher Readiness for Automated Practical Instruction Control and Delivery (r = 0.83) was used to collect data, which were analysed descriptively. Results. There are more male (73%) science teachers than female (27%). 84% of the respondents listed cost as one of the challenges, and 83% indicated resistance to change and technical difficulties, ethical issues (67%), and integration with the existing system (65%). The science teachers are moderately ready (64%). In comparison, 24% are lowly ready, and 12% are highly prepared to deploy an automated practical instruction control and delivery system. Conclusion. Automation for delivering practical science instructions has more significant benefits than the manual method; however, science teachers are ready for its deployment despite its challenges. Therefore, efforts should be geared towards overcoming the inherent difficulties so that the benefits can be thoroughly enjoyed.

Background There have been repeated calls for more widespread use of inquiry-oriented science instruction in K–12 education. At the same time, questions have been raised regarding whether the amount of time in school schedules for science instruction is sufficient to support inquiry-based teaching. This study investigates the relationship between the time available for science instruction and the extent to which eighth-grade science teachers used inquiry-oriented instructional practices in their teaching. Research Questions We consider two research questions: (1) To what extent is teachers’ use of inquiry-oriented instructional practices related to the time available for science instruction during the school week? (2) To what extent do differences in teachers’ professional training to teach science impact the relationship between instructional time and science teachers’ use of inquiry-based instructional practices? Research Design We use data from the 2011 NAEP Grade Eight Science Assessment and multilevel linear modeling to analyze the relationship between instructional time and science teacher practices. Our analyses include approximately 11,520 eighth-grade teachers in 6,850 public schools. Findings The extent to which science teachers used inquiry-oriented instructional practices in their teaching was related to the amount of time available for science instruction. Teachers with 5 or more hours per week were more likely to use inquiry-oriented instructional practices, and the extent to which teachers engaged in reform-oriented science instruction increased with more time for instruction. The relationship between instructional time and teacher practice was largely independent of teacher qualifications, suggesting that instructional time impacts teacher instructional practice regardless of teachers’ educational background, training, or science teaching experience. Conclusions Identifying optimal allocations of instructional time is a relevant consideration in efforts to promote the types of reform-oriented science teaching called for by the National Research Council's Framework for K–12 Science Education, the Next Generation Science Standards (NGSS), and other national and state science assessments. Although investments in teacher training and professional development are also necessary and important investments, with insufficient time, even the most qualified or best trained science teachers may struggle to use inquiry-based instructional approaches.

Faced with international science and technology competition, strengthening information, communication, and technology (ICT) use has become the core goal of science education. Many studies have revealed that teachers’ professional development programs could influence ICT use. However, whether the relationship could be mediated by teachers’ knowledge, beliefs, and instructional practice remains unclear, especially in the context of China. Based on the Sociocultural Model of Embedded Belief Systems, a hypothesized model from teachers’ professional development to ICT use that meditated by science teachers’ knowledge, beliefs, and instructional practices was constructed. With the Structural Equation Model (SEM) method, 131,134 Chinese primary science teachers were surveyed to detect the interrelationships among the factors in the model. The path analysis revealed that: (1) Science teachers’ professional development has not positively influenced ICT use, while science teachers’ knowledge, beliefs, and instructional practices could significantly influence science teachers’ ICT use; (2) Science teachers’ knowledge, beliefs, and instructional practices not only respectively play a mediating role but also play a chain mediating role in the process of teachers’ professional development influencing ICT use.