Active Learning In Science Research Articles

Stoichiometry understanding of upper secondary students through active science learning

The goals of the study were as follows: i) to design an active science learning activity on stoichiometry for grade 10 students, ii) to evaluate the academic achievement of grade 10 students after receiving an active science learning activity on stoichiometry, and iii) to investigate the perspectives of grade 10 students regarding an active science learning activity on stoichiometry. The research utilized a sample group consisting of 41 students who were enrolled in the tenth grade during the second semester of the academic year 2022. The research tools provided participants with active science learning lessons. A test of the kids’ academic prowess as well as their thoughts on the use of hands-on scientific learning activities will be administered. The mean, the standard deviation, and a one-sample t-test were the types of statistics that were utilized in the investigation. The following is an outline of what the research found: i) the appropriateness of the active science learning activities was judged to be the highest level, ii) the academic achievement of grade 10 students after receiving the active science learning activities on stoichiometry had an average score that was higher than the criteria of 70% with a statistical significance at the .05 level; and iii) the opinions of students on the implementation of active science learning activities on stoichiometry were in the agree level.

Teaching Statistics for the Social Sciences Using Active Learning: A Case Study

US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical approach that places emphasis on students’ collaborative work, has been shown to increase student learning and course success in STEM fields of study and in mathematics courses. Active learning has also been shown to be adaptable to courses involving computer software and programming, such as introductory statistics. This case study is based on the author’s experience implementing an active learning model in an introductory statistics course for students majoring in sociology and related social sciences. Results indicate that the active learning approach was adaptable to the structure and particular learning goals of the course. Students perceived greater learning relative to other courses despite doing less work outside of class, and attributed this to the active learning structure of the course. These findings align with more systematic studies on the impacts of active learning in science and mathematics courses.

A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices.

The effectiveness of active learning on promoting students' academic outcomes and persistence has been established in the literature. However, despite the effort of purposeful change agents, the uptake of active learning in science, technology, engineering, and mathematics (STEM) is slow. While previous research from the chemistry education community has provided insights into the implementation of specific active learning strategies across the United States, the extent to which chemistry instructors leverage these strategies in general remains unknown. This article presents the results of a national survey aimed at exploring introductory chemistry instructors' knowledge and implementation of active learning, variations on this knowledge, and use across tenure statuses and institution types. This paper also aims to address the gap in the literature in our understanding of the characteristics of instructors of these courses. We thus provide a description of instructors' demographics, training, teaching experience, and teaching responsibilities. Our findings reveal that instructors in these courses are prominently males of European descent. Additionally, instructors come into their teaching position with minimal pedagogical training and participate mainly in short training once in their position. While the majority of instructors have knowledge of specific active learning strategies, their consistent implementation remains limited, with lecturing still being the instructional practice of choice. Variations were found between institution types and across tenure statuses within institutions in terms of pedagogical training, use of specific active learning strategies, and proportion of class time spent lecturing. The findings provide a baseline for future studies that aim to assess the effectiveness of interventions fostering the implementation of active learning in introductory chemistry courses and highlight the critical need for improved communication about teaching practices across institutions and tenure statuses.

Online Meta-learned Gradient Norms for Active Learning in Science and Technology

Abstract Acquisition of scientific data can be expensive and time-consuming. Active learning is a solution to reduce costs and time by guiding the selection of scientific experiments. Autonomous and automatic identification of the most essential samples to annotate by active learning can also help to mitigate human bias. Previous research has demonstrated that unlabelled samples causing the largest gradient norms of neural network models can promote active learning in classification. However, gradient norm estimation in regression is non-trivial because the continuous one-dimensional output of regression significantly differs from classification. In this study, we propose a new active learning method that uses meta-learning to estimate the gradient norm of the unlabelled sample in regression. Specifically, we use a separate model to be a selector that learns knowledge from the previous active learning results and is used to predict the gradient norms of unlabelled samples. In each active learning iteration, we estimate and select unlabelled samples with the largest gradient norms to annotate. Our method is evaluated on six regression data sets in various domains, which include costly scientific data.

Learner Participation in Science Learning: Creating a Humanized Science Classroom

As science learners, learners can learn science from their enriched cultural life world. However, the disempowering forces embedded in science pedagogical practices demotivate the learners to participate in the active science learning process. In this context, this research addresses the question: How have I explored learner participation in science learning to create a humanized science classroom? I applied auto ethnography as a research method and inquiry to portray the critical reflexive narratives I experienced in my science learning journey. The research shows that the learners’ participation in science learning is in/directly influenced by the in/formal modes of science learning. The rigorous and unjust formal schooling cultures demotivate the learners to participate in science learning autonomously. The science teachers must know the learners’ lived experiences and cultural worlds by creating a dialogic space between teachers and students. It can also support modifying and cultivating their internal selves through individual and collective participation. Therefore, the research also offers to know and value the learners’ creativity and acknowledge the learners’ learning experiences beyond the formal academic settings. Furthermore, science teachers need to view the learners through humanized lenses to motivate learners for their autonomous participation in science learning. It possibly counteracts the rigorous schooling cultures that emphasize the directed participation of learners and transform their dogmatic identities.

The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes

ABSTRACT Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural response to active learning and the moderating influence of students’ gender-identity. We surveyed 579 students from 25 Science, Engineering, and Computer Science courses across 14 universities. Using a latent indirect-effect model, we found that belongingness and self-efficacy independently predicted students’ affective response to active learning and evaluation of the class. Belongingness also predicted students’ self-reports of their behavioural participation in active learning. Using measurement invariance, we also found that, despite mean differences in value, positivity, and distraction, there were no gender differences in the strength of relations between variables. These findings suggest that belongingness and self-efficacy play an important role in how all students respond to active learning and that fostering an atmosphere that supports both may reduce student’s resistance to engaging in active learning.

Penggunaan Model Pembelajaran Numbered Heads Together pada Pelajaran IPA Materi Pesawat Sederhana untuk Meningkatkan Hasil dan Motivasi Belajar Siswa Kelas VIII.1 MTs N 1 Siak

This study aims to test the Numbered Heads Together (NHT) learning model in increasing the motivation and learning outcomes of students on simple aircraft science material based on the Classroom Action Research (PTK) method. The research was conducted in August - September 2021 to class VIII.1 MTs N 1 Siak students totaling 34 people. Data collection techniques include observation instruments, interviews, questionnaires, documentation, tests, and worksheets. Data analysis was carried out through a description of the research results with a qualitative approach. Indicators of research success are seen from the learning outcomes of 34 students who can meet the scores above the KKM standard (< 76) as much as 85% of the total number of students. The results of the study concluded that the use of the NHT learning model on simple aircraft science material in class VIII.1 MTs N 1 Siak for the 2021/2022 academic year is said to have met the research success indicator, where students who successfully meet the KKM score standard <76 reach more than 85%. Thus the NHT model can be used as an appropriate alternative to carry out active science learning activities in order to optimize learning outcomes and increase student learning motivation

Preservice teachers perceptions about the use of blended learning in a science education methods course

The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. In contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructor-centered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active learning teaching practices and discuss the transitions students are making between different educational levels.

Supporting Reform in Science Education in Central and Eastern Europe - Reflections and Perspectives from the Project TEMPUS-SALiS

After the collapse of the former Soviet Union, many Central and Eastern European countries underwent significant change in their political and educational systems, among them Georgia and Moldova. Reforms in education sought to overcome the highly centralized educational system of the former Soviet Union as well as to conquer the teacher-centred paradigm in schools that was both dominant in these countries during pre- and post-Soviet times. National reforms demanded more student-active and problem-based science education under the heading of hands-on and inquiry-based learning. Unfortunately, in many cases, the curricula, teaching materials, and teacher training facilities were inadequate in implementing these reforms successfully. In the case of science education, this paper reflects upon how European Union (EU) initiatives can help the countries in Central and Eastern Europe in their reform efforts. Reflection is performed in relation to the cross-regional TEMPUS IV project SALiS (Student Active Learning in Science). SALiS envisages countries strengthening their capacities to promote contemporary science education through investments in science teacher education curricula and infrastructure. The current paper discusses the potential of such EU projects for aiding reform in science education in EU-neighbouring countries.

Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development

While the United States’ National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children’s engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and mathematics assessment scores in response to the country’s No Child Left Behind (2001) mandates; (2) a lack of preparation in teacher science content knowledge; and (3) a lack of science professional development opportunities. In response to these needs and focusing on the primary (Kindergarten–first–second) grade levels, the Project SMART professional development program was created and implemented over three school years in one high-poverty California school district comprised of diverse students, including 62 % English language learners. This qualitative report explores primary grades teachers’ experiences in the professional development program, providing teacher descriptions of impact on student learning and motivation as well as collegial trust gained through on-going collaboration with university faculty, district professional development facilitators, and among their school/district peers.

Growing Stem Students: How Late Nite Labs' Online Platform is Spreading Science and Saving Schools' Resources

Although STEM represents one of the fastest-growing fields in today's workforce, the United States' higher education system is not producing enough qualified STEM graduates to fill the increasing need of these industries. Schools must find a way to engage students and keep them interested in these fields, but budget cuts, large classes, and the increasing number of non-traditional students has made this challenge more and more difficult. Additionally, with community colleges and technical schools comprising a greater percentage of STEM applicants than ever, there needs to be a viable option for these schools to engage students in active science learning while protecting their already limited resources. By creating an interactive lab environment accessed online, Late Nite Labs provides labs that are more accessible than ever. By offering safe, open-ended lab environments through a virtual platform, schools can offer diverse bodies of students a more comprehensive, exploratory science education.

Teaching for Active Learning in Two Primary-Level Islamic Schools (Madrasahs) in North Sumatra

Teaching for active learning is an instructional strategy that has been promoted for some time in Indonesia through various government educational reform initiatives and international development efforts. These efforts, however, have tended to target teachers in public primary schools (SD: sekolah dasar) or public junior high schools (SMP: sekolah menengah pertama) rather than equivalent schools in the Islamic education sector (madrasah ibtidâ’iyah and madrasah tsanawiyah). Utilizing data gathered from focus group discussions, individual interviews, and classroom discussions, this action research study examined the specific challenges faced by Islamic Studies teachers in teaching for active learning in two public Islamic primary schools (MIN: madrasah ibtidâ’iyah negeri) in the district of Deli Serdang, North Sumatra. Our article goes on to describe the difficulties Islamic Studies teachers have in applying active learning teaching strategies learned in demonstrations of teaching for active learning in science, mathematics and other secular subjects to Islamic Studies. Key Words: Islamic Education, Active Learning, Religious Studies, Indonesia

The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning

The aim of this study was to determine the effects of problem-based active learning in science education on students’ academic achievement and concept learning. In the study, both quantitative and qualitative research methods were utilized. Quantitative data were obtained via the pre/post-test, treatment-control groups test model. Qualitative data were obtained via document analysis. The research study was conducted on 50, 7th grade students in 2004-2005 school year, in a public school in Istanbul. The treatment process took 30 class hours in total. In the research, three measurement instruments were used: an achievement test, open-ended questions, and an attitude scale for science education. The reliability coefficient of the achievement test was calculated to be KR20=0.78. Cronbach α value of the attitude scale was 0.89. While the subject matters were taught on the basis of problem-based active learning in the treatment group, traditional teaching methods were employed in the control group. In the face of the data collected and the evaluations made in the research, it was determined that the implementation of problem-based active learning model had positively affected students’ academic achievement and their attitudes towards the science course. It was also found that the application of problem-based active learning model affects students’ conceptual development positively and keeps their misconceptions at the lowest level.

Introducing astrophysics research to high school students

This paper presents an analysis of an astrophysics institute designed for high school students. The study investigates how students respond cognitively in an active science learning environment in which they serve as apprentices to university astrophysics professors. The manner in which students implemented the behaviours of the experts with whom they were collaboratively engaged in a study of important cosmological questions was monitored and analysed. We found evidence that, by their participation in the program, students enhanced both (a) their content knowledge of unfamiliar physics and (b) their authentic practice of science in addressing contemporary cosmological problems. These results suggest that programs of this nature can support the development of expert science behaviours.