Approach In Science Education Research Articles

Lessons for Sustainable Science Education: A Study on Chemists’ Use of Systems Thinking across Ecological, Economic, and Social Domains

This paper explores how concept maps can be structured based on researcher narration as a systems thinking (ST) approach in science education to portray the systemic nature of developmental work by chemists on solutions related to sustainability. Sustainability cannot be achieved without a systemic approach that considers all the domains of prosperity and well-being—ecological, social, and economic. Science education must respond to this challenge accordingly and find effective ways to include the ST approach. Data were collected from three semi-structured, in-depth interviews with chemists. The analysis was carried out using qualitative content analysis and modelling the systemic structures in concept maps as articulated by the chemists. The results show that authentic narratives of chemists’ developmental work can be used as material in a concept mapping exercise to reveal several ST elements and learning objectives, including leverage points and delays, that have not been presented in previous exercises. The chemists’ descriptions were also found to address the challenge of sustainability education by depicting a holistic and multidimensional picture of the reality where the developmental work is conducted. Furthermore, all three domains of sustainability were identified. The economic and industrial perspectives were especially valuable from the science education viewpoint.

Participatory Learning with Critical Problem-Solving Approaches in Teaching Simple Machines: Its Effectiveness on Students' Science Process Skills

This study investigates the effectiveness of participatory learning combined with a critical problem-solving approach on junior high school students' science process skills in the context of simple machines. Conducted with 61 students from Central Lombok, the research involved an experimental group (31 students) and a control group (30 students). The experimental group received participatory learning treatment with a critical problem-solving approach, while the control group was taught using traditional expository methods. The intervention included three sessions focusing on pulleys, inclined planes, and levers, each lasting 90 minutes. Students' science process skills were assessed across five aspects: preparing practical tools, assembling practical tools, reading measurements, collaborating with peers, and conveying information. The results revealed that the experimental group significantly outperformed the control group in all aspects of science process skills, with higher mean scores and lower variability. The findings indicate that participatory learning with a critical problem-solving approach is more effective than traditional methods in enhancing students' science process skills. This study's outcomes suggest that integrating interactive and student-centered approaches in science education can foster critical thinking, collaboration, and practical application of scientific concepts. The research contributes to the existing literature by demonstrating the benefits of combining participatory learning and critical problem-solving in teaching complex topics like simple machines. Future research should explore the long-term effects of these approaches and their applicability across various educational contexts and subjects.

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

The role of PHET-based virtual laboratories on primary student motivation and conceptual understanding in the Energy Transformation concepts

This research was conducted based on the importance of motivation and understanding of concepts at the elementary school level. Learning with a PhET-based virtual laboratory is an innovative approach in science education that can help visualize abstract concepts. A quantitative descriptive method was chosen for this study, with a pre-experimental one-group pretest-posttest design. The sample consisted of fourth-grade students from public primary schools in Indonesia. The instruments used in this study were observation guidelines, questionnaires, and test questions. The results showed that the implementation of PhET-based virtual laboratory learning received an average score of 97.77%, which is considered very good. Motivation after learning with the PhET-based virtual laboratory had an average score of 71%, indicating a good level. Students' conceptual understanding increased after the implementation of PhET-based virtual laboratory learning, with the average pretest score rising from 55.8% to a posttest score of 77.2%.

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

AbstractThis paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.

Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study

AbstractCreating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegitimate forms of teleological explanations in school physics and biology textbooks. An ongoing debate exists about the legitimacy of teleological explanations, that is, explanations which account for a phenomenon by reference to a final end, purpose, or goal. Until recently, researchers tended to view teleology as an illegitimate form of scientific explanation. Recent theoretical cases in biology and physics have emphasized that legitimate teleological explanations exist in both domains. Eight science textbooks used in England and internationally were analyzed for instances of teleological explanations. The analysis reveals the efficiency of the text-mining approach for automating the analysis of textbooks and its potential as a research approach in science education. In considering text mining as a research approach, we report terms that are likely to be associated with legitimate teleological explanations. We found that legitimate teleological accounts are used by textbook authors, and we present novel categorizations of these forms of explanation. We argue that text mining can be a useful approach in science education research and our findings suggest guidance for both textbook writers and teachers related to their selection of legitimate explanatory forms.

In search of artificial intelligence (AI) literacy in teacher education: A scoping review

Artificial intelligence (AI) literacy has recently emerged on the educational agenda raising expectations on teachers’ and teacher educators’ professional knowledge. This scoping review examines how the scientific literature conceptualises AI literacy in relation to teachers’ different forms of professional knowledge relevant for Teacher Education (TE). The search strategy included papers and proceedings from 2000 to 2023 related to AI literacy and TE as well as the intersection of AI and teaching. Thirty-four papers were included in the analysis. The Aristotelian concepts episteme (theoretical-scientific knowledge), techne (practical-productive knowledge), and phronesis (professional judgement) were used as a lens to capture implicit and explicit dimensions of teachers’ professional knowledge. Results indicate that AI literacy is a globally emerging research topic in education but almost absent in the context of TE. The literature covers many different topics and draws on different methodological approaches. Computer science and exploratory teaching approaches influence the type of epistemic, practical, and ethical knowledge. Currently, teachers’ professional knowledge is not broadly addressed or captured in the research. Questions of ethics are predominantly addressed as a matter of understanding technical configurations of data-driven AI technologies. Teachers’ practical knowledge tends to translate into the adoption of digital resources for teaching about AI or the integration of AI EdTech into teaching. By identifying several research gaps, particularly concerning teachers' practical and ethical knowledge, this paper adds to a more comprehensive understanding of AI literacy in teaching and can contribute to a more well-informed AI literacy education in TE as well as laying the ground for future research related to teachers’ professional knowledge.

Creative learning in final year students in computer engineering: A case study of the University of Matanzas

The training of creative computer professionals is considered a strategic process in different countries because it is essential for the computerization of society. This paper proposes an approach to the study of creative computer science learning for the digital transformation of modern society. The aim of the research was to evaluate the creative learning of computer science during the training of computer science professionals. An instrument derived from previous research and metrics was applied to evaluate creative learning in the two groups of terminal years of the computer engineering course at the University of Matanzas with a mixed paradigm. The quantitative analysis diagnosed that more than sixty-five percent of the students are evaluated as poor and fair in both years. The qualitative analysis revealed the inadequacies of the teaching staff in the use of computer science teaching approaches, and the four stages of formation of creative learning in computer science in the degree course: pre-university stage, basic stage, professional stage and research stage. They also revealed three key factors in the formation of creative learning in computer science: the integration of subjects, the solution of real projects, and the mainly emotional support provided by teachers and other professionals to students during their integration into the computerization of organizations.

Teaching and learning science as inquiry: an outlook of teachers in science education

For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers’ optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students’ enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students’ grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.

Study of the Specificities of Thinking in Chemistry Education within the Science Education Cluster

The aim of this research is to explore the concept of systems thinking in relation to the specificities of systems thinking in science education by conducting a content analysis of studies published between 2010 and 2020. Most of the articles were published between 2017 and 2019. This study employs a descriptive content analysis method on 40 articles about systems thinking in science, utilizing a literature review of international articles. The instruments used include a content analysis format created by the researcher and two expert researchers. Doubtful data were discussed holistically in relation to the content analysis. The results of the research reveal the specificities of systems thinking within the science field. In the realm of chemistry, a systems-based approach through the integration of green chemistry and systemic synthesis questions has proven effective in enhancing systems thinking skills and awareness of sustainability. The application of molecular sustainability principles in chemistry education can lead students to complex thinking, with an understanding of chemistry linked to various systems such as social, economic, and environmental contexts, fostering a holistic understanding. Integrating systems thinking approaches in science education can enhance students' comprehension of the complexities of the real world and equip them with the necessary skills to address increasingly dynamic and interconnected global challenges. The practical implications of these findings highlight the importance of developing a systems-oriented curriculum to support more comprehensive and integrative learning

Gamification using Board Game Approach in Science Education - A Systematic Review

Gamification acceptance in learning is seen as a mass appeal for motivation, learning participation, and social influence, which is also considered a digital realm. However, non-digital gamification is just as valuable in education as in the digital world. This research aimed to present the empirical findings from the most recent literature on gamification in science subjects using a board game approach. It reveals the most recent scientific evidence on emerging learning science trends using board games and gamification plugins. Other than that, it expands the possibilities for future research directions in rioting learning and instruction through gamification. The systematic literature review examined 11 empirical research papers published between 2018 and 2022 in the Web of Science (WoS) and Scopus databases. The review critically appraised and evaluated the various contradictions found in the literature and established the importance of future research studies to re-examine the theoretical foundations of board games, their game mechanics, and learning outcomes. The findings not only attempt to analyse the novelty of gamified learning using board games perceived as a critical enabler of achievement, motivation, enjoyment, and engagement in science education but also seek to outline recommendations for future research on this topic comprehensively.

Teachers’ Perception of Anchoring Phenomenon and Its Effect on Students’ Science Proficiency: An Input for a Training Program

This study explored teachers' perception of anchoring phenomena and its impact on students' science proficiency at Thomas Stone and Port Towns Elementary School in Prince George's County during the 2022-2023 school year. The research instrument was rigorously tested for reliability, and ethical clearance was obtained. Results indicate that most teachers have a positive interest in science, demonstrate mastery in teaching phenomena, and frequently incorporate anchoring phenomena in their science lessons. Students generally meet expectations in earth and space science, physical science, engineering, and technology but partially meet expectations in life science. The study also reveals a significant correlation between teachers' experience and their perception of anchoring phenomena. Furthermore, teachers' perception of anchoring phenomena significantly influences students' proficiency in all science units. These findings have implications for teacher training programs and the widespread adoption of the Anchoring Phenomenon approach in science education. One of the recommendations is to establish a teacher mentorship program and mentor-mentee training to maximize the use of anchoring phenomena. Additionally, a comprehensive review of life science lesson implementation is suggested to enhance pedagogical approaches in teaching life sciences.&#x0D;

The EnTPACK rubric: development, validation, and reliability of an instrument for measuring pre-service science teachers’ enacted TPACK

Science instruction can benefit from the use of digital technologies if pre-service teachers are given opportunities to acquire Technological Pedagogical And Content Knowledge (TPACK) as part of their studies. However, the prevailing self-report approach to TPACK measurement does not allow conclusions to be drawn about enacted TPACK, which is rarely assessed in real classroom situations. In addition, instruments designed to measure TPACK enactment lack descriptive clarity and no single instrument is used to assess the three relevant phases of teacher competencies (lesson planning, implementation, and reflection). The present paper addresses this gap by presenting the development and validation of a comprehensive rubric for assessing the enacted TPACK of pre-service science teachers. To operationalize the “fuzzy” aspects of the framework, the rubric targets a specific use of digital media and instructional approach in science teaching: student-generated explainer videos and animations. At the core of the development process is a theory- and literature-based systematic review of (1) existing instruments for assessing pre-service science teachers’ enacted TPACK and (2) instructional criteria for student-generated explainer videos in science classes. The resulting rubric allows valid conclusions given the appropriate conditions, has demonstrated reliability, and excels due to its specific focus, high degree of differentiation, systematic grounding in theory and literature, objective grading criteria, and comprehensive applicability to all three phases of teacher competencies.

Argumentation-Based Learning and P4C Approach: A Seventh-Grade Study on Socio-Scientific Issues

This study examined the effectiveness of argumentation-based learning and P4C (Philosophy for Children) approach in teaching socio-scientific issues to seventh-grade students. A total of 23 students were involved in the study, where science lessons were conducted using documents developed with argumentation-based learning activities. The study lasted for one academic year. Qualitative data were collected through individual interviews with students in the experimental group at the end of the academic year, and the data were analyzed using thematic analysis. The results of the study indicated that the combination of P4C and an argumentation-based learning approach was effective in developing students' argumentation, evidence-based thinking, and decision-making skills. The themes that emerged from the data included improved critical thinking skills, increased interest and motivation, and greater awareness of the complexity of socio-scientific issues. These findings align with previous research on the benefits of argumentation-based learning.The study highlights the importance of incorporating P4C and argumentation-based learning approaches in science education to enhance students' critical thinking skills and prepare them to make informed decisions in real-world contexts. By engaging students in philosophical discussions and encouraging them to construct arguments based on evidence, educators can empower students to think critically, analyze complex issues, and develop a deeper understanding of socio-scientific topics. These skills are vital for fostering active and informed citizens who can tackle societal challenges with thoughtful consideration and rational decision-making.

Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs in Science Classrooms

This multi-phase study designed a program evaluation rubric which used a qualitative rating system to help teachers identify key learning goals, dimensions, and principles related to the socio-scientific issues (SSI)-based science, technology, engineering, arts and mathematics (STEAM) approach for science education. This rubric contains 37 criteria that address one or more key principles of the SSI-based STEAM approach embedded in a 6E inquiry-based instructional model. It is organised into seven evaluation categories: (1) learning outcomes, (2) engage, (3) explain, (4) explore, (5) elaborate, (6) evaluate, and (7) enact. The newly developed rubric was used to evaluate six different climate change programs to determine whether it could measure the intended dimensions and principles and to assess its applicability across varying contexts. This research has implications for providing a tool for teachers to plan and design SSI-based STEAM programs.

Research trends on systems thinking approach in science education

ABSTRACT The systems thinking approach requires understanding and interpreting complex systems. This review investigated how the systems thinking approach in science education is positioned in peer-reviewed empirical research articles and to identify the trends used in the current literature. A systematic review of open-access, empirical peer-reviewed articles indexed in the Web of Science database from first mention through the end of 2022 was conducted to analyze the studies on systems thinking in science education. This qualitative study used a content analysis approach to identify trends in the research area of systems thinking in science education. The results revealed that research on systems thinking in science education has increased in recent years, mainly from the United States and Germany. Most studies focused on middle and high school students, and ecosystems were the most frequently addressed domain-specific topic. More than half of the reviewed articles used complexity, relationships, components, interactions, interrelationships, and dynamics as characteristics of systems thinking. The results showed that there was uncertainty in the use of the characteristics, skills, and abilities of systems thinking, and that these three terms were used interchangeably. This research can provide evidence-based indications of areas that need further investigation in future research.

Content Analysis of Theses on Context-Based Learning Approach in Science Education

Bu çalışmanın amacı, fen eğitiminde bağlam temelli öğrenme (BTÖ) yaklaşımı ile ilgili 2010-2021 yılları arasında Türkiye’de yayımlanan tezlerin betimsel içerik analizini yapmaktır. Nitel araştırma yönteminin kullanıldığı bu çalışmada fen eğitiminde BTÖ konusu ile ilgili Yüksek Öğrenim Kurulu [YÖK] Ulusal Tez Merkezi’nde yayımlanan 31 tez; yayın türü/yılı, amaç, yöntem, örneklem grubu, örneklem sayısı, veri toplama aracı, veri analiz türü, bulgular ve öneriler değişkenlerine göre analiz edilmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Fen eğitiminde BTÖ yaklaşımı konusunda en fazla tez çalışması 2019 yılında yayımlanmıştır ve yüksek lisans tezleri ağırlıktadır. En fazla çalışma, BTÖ yaklaşımının başarı ve tutum üzerine etkilerini belirleme amaçlıdır. Tezlerin yöntemi bölümü incelendiğinde araştırma yöntemi olarak en fazla nicel yöntemlerden deneysel yöntemin kullanıldığı belirlenmiştir. Araştırmaların çoğunluğu ortaokul öğrencileri ile ve 0-100 aralığındaki katılımcı sayısıyla gerçekleştirilmiştir. Yapılan araştırmalarda veri toplama aracı olarak başarı testleri ve tutum ölçekleri, veri analiz tekniklerinden de içerik analizi ve t-testinin yoğun olarak kullanıldığı tespit edilmiştir. Tezlerde BTÖ yaklaşımının fen eğitiminde başarıyı artırdığı ve derse karşı olumlu yönde tutum geliştirdiği sonuçlarının elde edildiği belirlenmiştir. En fazla önerinin ise programlarda BTÖ yaklaşımına yer verilmesi yönünde olduğu görülmüştür. Çalışma sonuçlarına göre; fen eğitiminde BTÖ konulu doktora tezleri arttırılabilir; derinlemesine incelemeler yapabilmek için nitel veya karma araştırmalar gerçekleştirilebilir; ilkokul öğrencileri, öğretmenler ve öğretmen adayları ile çalışmalar planlanabilir; nicel çalışmalarda genellenebilirlik için katılımcı sayıları arttırılabilir; fen bilimleri programları ve ders kitapları güncellemelerinde BTÖ yaklaşımına yer verilebilir.

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

Scientific literacy development significantly impacts real-world outcomes, leading to scrutiny of instructional approaches for global reform in science education. This study aimed to determine the efficacy of the Science-Technology-Society (STS) approach in improving students' scientific learning outcomes. A quantitative research design, using meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, was used to determine the effect sizes of previous studies on the STS approach's effectiveness in science learning and teaching. The study analyzed 16 effect sizes from 14 empirical studies from January 2017 to September 2022 using Harzing's Publish or Perish application and Comprehensive Meta-Analysis (CMA) software. Results showed that the STS approach significantly and positively impacts students' learning outcomes (g = 1.882), particularly psychomotor skills, affective domain, and cognitive skills. Moderator analysis showed that STS is an effective teaching strategy that yields similar positive results regardless of the assessed learning outcomes. The findings demonstrated that the STS approach facilitates students' development of scientific knowledge, skills, and mindset to innovate for real-world problems. These findings provided empirical information that are essential for learning analytics applications in predicting learners' performance and diagnosing instructional practices. Implications for future research and practice, as well as addressing publication bias, are highlighted in order to maximize the benefits of the STS approach in science education.

Learning by doing: A multi‐level analysis of the impact of citizen science education

AbstractScience education that fosters scientific competency and engagement prepares students to become informed civic participants in modern society. Teaching strategies that encourage scientific engagement are especially important in rural settings, as these students are less likely to pursue scientific careers or use science in their everyday lives. To this aim, we implemented a citizen science approach in science education, an approach that enables K‐12 grade students to participate in locally relevant and authentic scientific research, in suburban and rural 5th and 9th–12th grade classrooms. While most citizen science education initiatives are led by experienced scientists, we recognized the additional level of learning that may arise from positioning undergraduate students as curricular designers of the citizen science classroom activities and partners for the classroom teachers. This study evaluates perceived changes in science engagement, science identity, and science competency that emerged as a result of participating in this citizen science initiative, both for the 5th and 9th–12th school students and the undergraduate instructors. Classroom teachers reported that students demonstrated an increased level of engagement with and excitement about science. The undergraduate instructors reported a renewed sense of confidence in their science abilities and a deepened sense of place in the science community. Finally, the educators involved in this project, both classroom K‐12 teachers and undergraduate higher education educators, observed the benefits of this model for connecting students at different points in their science learning journeys. In our discussion, we articulate the benefits and challenges of implementing a multilevel approach to citizen science education.

METHODS OF THE FRACTAL APPROACH IN SCIENCE EDUCATION: INNOVATIVE TECHNOLOGY AND CONCEPTS OF COMPUTER MODELING

Formulation of the problem. At the present stage of the development of science education and information technology, their integration, complementarity, and implementation are essential. Therefore, the search for methods of teaching natural sciences, based on the principles of self-organization and computer modeling, corresponds to the immediate tasks of the present. Materials and methods. Methods of comparative analysis, computer modeling, and generalization strategy are used. The study is based on the physics course content and the use of the programming language. Results. An innovative fractal approach to the teaching of physical and mathematical disciplines is proposed as a method of improving independent and creative computer modeling of natural phenomena. The fundamental principles of object-oriented programming (encapsulation, inheritance, polymorphism) have proven to be influential in shaping the physical and mathematical aspects of the information architecture of the perception of educational disciplines. The possibility of using this approach in other sections of physics is demonstrated. The developed iterations of the fractal structure are presented in the example of the study of the "Geometric Optics" and "Wave Optics" sections of physics. It is shown that each iteration is characterized by synergy: the addition of a new iteration provides a high-quality and in-depth perception of new information. Conclusions. The formation of the specified integrated fractal structure conditions the integrity of information perception and its formation happens intuitively. The analysis of the conducted studies confirmed the innovativeness and effectiveness of the fractal approach. This approach can be used to develop systems for the processing and transmission of information, intelligent information materials, and artificial intelligence.