Science Research Articles

STEM образование подобряване на компетентностите на учениците чрез иновации в урока хранене и здраве в V клас

The article focuses on the importance and advantages of STEM education, emphasizing practical learning, critical thinking, and the application of scientific concepts. In Bulgaria, steps are being taken to implement the STEM approach in schools, including the creation of STEM classrooms funded by the Ministry of Education and Science. The main goal of the article is to show how innovative STEM lessons enhance the quality of education and develop key competencies in students. An experiment conducted in the 5th grade on the topic of “Nutrition and Health” demonstrated increased interest and better understanding among students through interactive methods and practical experiments, confirming the effectiveness of this approach.

Effects of an interdisciplinary approach in science and arts on cognitive development of kindergarten children

ABSTRACT Kindergarten education is a fundamental building block in educating young learners and has long-term implications for educational outcomes and adulthood. Applying effective pedagogical and didactic approaches that support children’s overall development, including their cognitive development, is imperative. Interdisciplinarity positively affects children’s learning and cognitive development. However, this approach in Kuwait has received less attention, especially regarding the Science and Arts discipline in kindergartens. This descriptive study explored the effects of an interdisciplinary approach on the cognitive development of kindergarten children in Kuwait. The study sample comprised 17 participants aged 4 to 5 years from single kindergarten. Natural observations, drawings, and semi-structured interviews were used to collect data. The data was analyzed using a mixed methods design. The results indicate that the interdisciplinary approach effectively improved children’s cognitive development. Integrating the arts with science enhances children’s creativity, which fosters problem-solving skills. Additionally, encouraging children to explore scientific concepts from kindergarten effectively minimises future persistent misconceptions.

Обзор научно-педагогической деятельности и вклада отечественного ученого М. Н. Гернета в развитие уголовно-правовой и криминологической науки

Introduction. This scientific study provides a brief overview of the creative path of the great Russian and Soviet scientist, Professor of Lomonosov Moscow State University – Mikhail Nikolaevich Gernet. Based on the analysis of scientific works written during the Soviet period of M. N. Gernet’s life and activity, the author outlined his personal point of view on his role in the evolving of a number of legal branches, as well as in the development of Russian legal science. This research will enable young Russian scholars and practitioners, as well as specialists interested in studying the origins of Russian law, to gain better and more thorough understanding of the content of legal phenomena, events, as well as legislative processes unfolding at the present time. Methods. The methodological basis of this study was formed by private-scientific methods, primarily content analysis of documents and legal methods, as well as general scientific methods, including historical, system analysis, generalisation, modelling and others. Results. In the course of this research project, it was possible to convincingly prove that that M. N. Gernet made a significant contribution to the development of criminology within legal science. His profound, fundamental, and advanced scientific research, both theoretical and practical, not only advanced the field for his time but also had a lasting impact on the field. Today, criminology is a sub-branch of criminal law, and its influence on Russian criminal legal theory is substantial. In addition, the author concludes that in the scientific works written by M. N. Gernet, most of the author’s points of view are based solely on humanistic approaches. Even when considering issues related to criminal punishment, the author endeavoured to expand the use of the parole system. Most of Professor M. N. Gernet’s scientific ideas are imbued with the principles of justice. Throughout his life, he sought to bridge the gap between theoretical scientific concepts and practical applications.

When language becomes an obstacle: the challenges of teaching immunology in french for moroccan students

The teaching of sciences, and more specifically immunology, in a foreign language presents numerous challenges, particularly in terms of understanding and assimilating knowledge. In this context, teaching sciences in the native language would be more conducive to learning, as students have been familiarized with these linguistic structures from a young age. Nevertheless, since 2014, Morocco has decided to teach scientific subjects (mathematics, physics, and life and earth sciences) in French starting from middle school to help students in scientific fields, initially educated in Arabic, to better pursue their higher education in French. This approach creates a double barrier for students whose mother tongue is Amazigh or Arabic, they must both master complex scientific concepts and express them in a foreign language. This article aims to examine these challenges through two studies targeting a sample of 185 (n1+n2+n3) teachers, one quantitative based on a questionnaire, and the other qualitative using the focus group technique. Both studies focus on the opinions of life and earth sciences teachers regarding the teaching of immunology in French the high school, a discipline with particularly complex concepts, and whether teaching scientific subjects in French is hindered by difficulties, and finally to propose possible alternatives to improve the effectiveness of this teaching. The results obtained show a negative appreciation from the teachers in our sample regarding the teaching of immunology in French, as it poses problems for students' understanding of this discipline. In fact, the results suggest that the majority of students lack interest and motivation in immunology courses taught in French, with low engagement in classroom discussions.

Naturalness, Scientific Concepts, and the Substantivity of Social Metaphysics

Naturalness, Scientific Concepts, and the Substantivity of Social Metaphysics

Development of Android-Based E-Modules in Biology Learning on Water Environmental Pollution to Enhance Science Literacy

Water environmental pollution has become an urgent global concern, requiring in-depth understanding and appropriate solutions to address its adverse impacts. In the educational context, it is important for students to have a strong science literacy to be able to understand and participate in environmental protection efforts. One of the proposed approaches to improving students’ understanding of water environmental pollution is to use Android-based E-modules in biology learning. This method of research uses a systematic literature review (SLR). The SLR method is carried out in three stages so that it can obtain a combination of literature study appropriate and accurate to the research problem to be raised. The results of the Systematic Literature Review (SLR) conducted to evaluate the effectiveness of developing Android-based E-modules in improving student science literacy in the context of biological learning about water pollution. Through a systematic approach, the study analyses a variety of relevant literary studies to draw strong conclusions about the potential of e-modules in facilitating a deeper understanding of scientific concepts related to water environmental pollution to enhance student involvement in science learning and literacy.

Children’s Retrieval of Science Facts: The Role of Hints and Confidence

ABSTRACT The effortful process of retrieving information from memory has been established as an effective strategy for improving student learning. However, we have a limited understanding of the development of retrieval practice in children, including contexts that may scaffold its benefit. In the current pre-registered study, we examined whether the use of hints during retrieval practice improved free recall in an online science learning task in 8- to 13-years-olds (N = 77, N females = 36). We found partial evidence supporting the provision of hints as boosting the benefit of retrieval practice. Children’s long-term retention of science facts was higher when they received hints during an earlier practice test compared to restudying information, but not compared to a test only condition without hints. Furthermore, we found similar effects across both age and levels of confidence, suggesting that retrieval practice remains stable across these factors.

أبرز المشكلات الشائعة في مكونات القراءة لدى الطلبة ذوي صعوبات التعلم

The current study aimed to identify the most common problems in the reading components among students with learning disabilities from the perspective of Arabic language course's teachers in government primary schools that contain learning disabilities programs in the education departments in Makkah Al-Mukarramah region, and to study the differences in knowledge levels according to the study variables. The final study sample consisted of (224) male and female teachers. To achieve the objectives of the current study, a descriptive survey approach was used, where a questionnaire was prepared as a tool for collecting data. The questionnaire consisted of (36) statements distributed over five dimensions. The results of the current study showed that the most common problems in the reading components among students with learning disabilities came at a level of (medium) agreement in general, with a general arithmetic mean of (3.155), while at the level of the sub-dimensions of the questionnaire, they all came at a level of (medium) agreement. The results also showed statistically significant differences in the total score averages of the questionnaire according to the gender variable in favor of male teachers, the number of years of experience variable in favor of male teachers who have experience from (1-5 years), and the workplace variable in favor of the education departments in the governorates of Makkah Al-Mukarramah and Taif, while the results showed no statistically significant differences in the total score averages of the scale according to the academic qualification variable. Based on the results reached, the researcher recommended several research recommendations and proposals, the most important of which is that the curriculum should include methods that motivate students to return to linguistic dictionaries and glossaries to search for the meanings of new vocabulary, and conduct additional studies aimed at discovering more scientific facts about the phenomenon of reading problems.

A 3D Printing Platform for Design and Manufacturing of Multi-Functional Cementitious Construction Components and Its Validation for a Post-Tensioned Beam.

Three-dimensional printing of cementitious materials for construction has been extensively investigated in recent years, with several demonstration projects successfully carried out. These efforts aim to leverage the printing process to achieve more efficient production of components compared to conventional concrete technologies. This includes both the process itself (eliminating the formwork stage) and the flexibility in producing complexly shaped elements. To maximize the potential of 3D printing in the construction industry, additional steps must be taken, grounded in a holistic view of the entire process. This involves integration of the production chain, including design, materials, and manufacturing of components, to create elements with optimal performance, encompassing structural, environmental, and architectural aspects. Such multi-functionality requires the viewing of 3D printing not just as a production technology but as a platform enabling the integration of all these components. To advance this approach, quantitative tools are developed to optimize the following three key components: material composition; manufacturing parameters to ensure buildability; and design tools to optimize multiple performance criteria, particularly structural and architectural shape. A demonstration component, namely a post-tensioned beam, featuring two multi-functional characteristics-structural and architectural-is designed, produced, and evaluated. The scientific concepts and research tools used to develop these quantitative design tools are multidisciplinary, including rheological characterization, control of the internal structure and composition of granular materials, simulation of the mechanical behavior of green material during printing, and the hardened properties of the components, all utilizing structural optimization to enhance performance.

Value Clarification Technique Integrated with Socioscientific Issues through Role-Playing to Enhance Scientific Literacy in Elementary School

This study seeks to examine the differences between the Value Clarification Technique (VCT) model, integrated with socioscientific issues through role-playing, and the more commonly used problem-based learning model in schools. Scientific literacy among elementary school students remains low, necessitating innovative teaching approaches. The research employed a quantitative, quasi-experimental design, specifically utilizing a non-equivalent control group pretest-posttest model. The sample consisted of 71 fifth-grade students, divided into two groups: the experimental group, which received the VCT-based intervention, and the control group, which followed the standard curriculum. Data were collected through pretest and posttest assessments, and hypothesis testing was performed using paired sample t-tests and independent sample t-tests via SPSS 2022. The results indicate that the VCT model, integrated with socioscientific issues through role-playing, significantly improves students' scientific literacy, particularly their ability to explain scientific phenomena. As a critical 21st-century competency, scientific literacy enables students to analyze information, articulate scientific concepts, and draw evidence-based conclusions from data.

К вопросу о понятии национальной идентичности

Introduction. The article is devoted to the analysis of national identity as a socio-political phenomenon. The problem under study is the conceptual ambiguity of the content of the concept of «national identity», significant discrepancies in its interpretation. Theoretical analysis. The purpose of the work is to analyze the content of this concept and to study its essential features. The use of logical and critical methods in the analysis of the concept of «national identity» allows us to identify its important features and analyze its dual nature. The theoretical significance of the work consists in the conceptual analysis of the scientific concept of «national identity». Conclusion. The scientific novelty lies in the formation of the author’s interpretation of the concept of «national identity»: it is the result of achieving a stable relationship between a person and a national community, the acquisition of a set of signs that allow a person to realize his belonging to the ideals, norms and principles of the existence of the nation. The image of a collective «we» is being formed, supported by the institution of the state. The political side of national identity objectifies the properties of the nation as a collective «we». The dual nature of national identity includes a combination of the activity of state institutions and the free, active nature of a man as a citizen. The presented understanding of national identity can be used in the process of formation and practical implementation of the state identity policy.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

Research on contemporary bamboo flute teaching concept

This paper analyzes the technical essentials of the scientific and international concept of contemporary bamboo flute performance, emphasizes the importance of musical style and language characteristics, and points out that each musical style carries a specific cultural background and emotional expression, and as a traditional Chinese musical instrument, its timbre changes depict the beauty and humanity of mountains and rivers in a rich and delicate way. A deep understanding of how to control the timbre through different playing techniques, such as adjusting the structure of the mouth, so that the flow between notes can be warm and delicate, or passionate and loud emotional colors. In the performance, the three elements of "confrontation, friction and pressure" are put forward, which is a concise summary of the mechanical principle of bamboo flute performance. As well as the coordinated pressure between various parts of the body, these seemingly simple physical effects are actually the key to improving the quality of the performance.

THE MECHANISM OF CRIMINOLOGICAL POLICY FORMULATION IN THE FIELD OF COUNTERING TRANSNATIONAL ORGANISED CRIME

The objective of this article is to elucidate the fundamental components of the mechanism for formulating criminological policy in the context of combating transnational organised crime. In addition, it aims to analyse the subjective composition of the counteraction to such criminal offences and to identify the measures that are necessary to neutralise threats and risks to national security. The article presents a scientific discussion of the mechanism of formation and implementation of criminological policy. It is determined that the nationwide system of combating transnational organised crime can counteract the systemic threats reflected in the Strategy for Combating Organised Crime. This necessitates the establishment of a singular entity: a state body endowed with distinctive status, entrusted with the requisite authority over other entities, including competence related to the budget allocation process and control over its implementation in terms of combating such crime. This entity must possess a sufficient information and analytical component, the result of which should be both the assurance of the agency's ongoing activities and the preparation of strategic programme documents on combating transnational organised crime in general and in its individual areas. These documents must then be approved by the President of Ukraine, who serves as the guarantor of national security. Results. The author develops a scientific concept of the criminological policy of combating transnational organised crime based on the system of coordinated measures to ensure criminological security. This concept has been tested by domestic and foreign practice, with the development and implementation of a set of strategic legal, economic and social measures in the activities of entities involved in combating transnational organised crime (decisions, recommendations, and methodologies) at the legislative and governmental levels. These measures are aimed at identifying criminogenic factors and making effective legal and regulatory, organisational and managerial decisions, including departmental (and interdepartmental) decisions, by authorised entities on this basis.

Validation of Interactive E-Worksheet Based on a Scientific Approach Assisted by Solar System Scope

The use of e-worksheets is important in 21st-century learning. The purpose of this study is to assess the validity of an interactive e-worksheet based on a scientific approach with the help of Solar System Scope designed for junior high school students and focusing on solar system materials. This is crucially important because a number of challenges students face in grasping the understanding of the abstract scientific concepts, such as the solar system, which is difficult to be understood through normal teaching practices. The way this is being undertaken is through construct validity in which product evaluations are obtained from validators by researchers' developed instruments. This instrument was created using the e-worksheet feasibility indicator as the foundation. The indicators were evaluated and then grouped into five categories. The findings of the study show that the e-worksheet made is very valid. The presentation component has an average validity percentage of 94.42%, the linguistic aspect has an average validity percentage of 90%, the content element has a validity percentage of 93.75%, and the design aspect of e-worksheet also has a validity percentage of 91.67%. This shows that e-worksheet has extraordinary quality in terms of presentation, language, content, and design. The findings of this study can be used to improve the efficiency of the process of acquiring the concept of the solar system in the framework of 21st-century education.

Vitamin D in Cancer Prevention and Treatment: A Review of Epidemiological, Preclinical, and Cellular Studies.

Inhibition of human carcinomas has previously been linked to vitamin D due to its effects on cancer cell proliferation, migration, angiogenesis, and apoptosis induction. The anticancer activity of vitamin D has been confirmed by several studies, which have shown that increased cancer incidence is associated with decreased vitamin D and that dietary supplementation of vitamin D slows down the growth of xenografted tumors in mice. Vitamin D inhibits the growth of cancer cells by the induction of apoptosis as well as by arresting the cells at the G0/G1 (or) G2/M phase of the cell cycle. Aim and Key Scientific Concepts of the Review: The purpose of this article is to thoroughly review the existing information and discuss and debate to conclude whether vitamin D could be used as an agent to prevent/treat cancers. The existing empirical data have demonstrated that vitamin D can also work in the absence of vitamin D receptors (VDRs), indicating the presence of multiple mechanisms of action for this sunshine vitamin. Polymorphism in the VDR is known to play a key role in tumor cell metastasis and drug resistance. Although there is evidence that vitamin D has both therapeutic and cancer-preventive properties, numerous uncertainties and concerns regarding its use in cancer treatment still exist. These include (a) increased calcium levels in individuals receiving therapeutic doses of vitamin D to suppress the growth of cancer cells; (b) hyperglycemia induction in certain vitamin D-treated study participants; (c) a dearth of evidence showing preventive or therapeutic benefits of cancer in clinical trials; (d) very weak support from proof-of-principle studies; and (e) the inability of vitamin D alone to treat advanced cancers. Addressing these concerns, more potent and less toxic vitamin D analogs have been created, and these are presently undergoing clinical trial evaluation. To provide key information regarding the functions of vitamin D and VDRs, this review provided details of significant advancements in the functional analysis of vitamin D and its analogs and VDR polymorphisms associated with cancers.

Pengukuran dan Evaluasi dalam Pembelajaran

Measurement and evaluation in education is a series of educational activities. Evaluation occurs afterthe learning process is complete or completed. Evaluation is used to find out about educationalactivities. When producing educational outcomes, quality comes first. The quality of a school oreducational institution can be determined by its parameters in terms of educational outcomes. Theresults of training activities can be in the form of grades written on report cards, report cards orcertificates. The results of the learning process are in the form of soft skills and hard skills, with theexplanation that assessments can be assessed in various domains: cognitive, affective and psychomotor.Students' skills after acquiring 'learning ability'; This can include reading, writing, speaking, andunderstanding scientific concepts from the material taught to students by the teacher. Evaluationmethods can include tests and evaluations. Measurements are carried out to determine quality inquantity without definition, while evaluations are carried out to determine quality with the help ofdefinitions so that measurements are carried out meaningfully.

Moderators of curiosity and information seeking in younger and older adults.

The present study examined age differences in the influence of informational value cues on curiosity and information seeking. In two experiments, younger and older adults (total N = 514) rated their curiosity about content before having the opportunity to seek out more information. Experiment 1 examined the impact of social value on curiosity and information seeking about trivia. Online popularity metrics served as social value cues. Metric visibility increased engagement with high-popularity information for older adults, whereas it decreased engagement with low-popularity information for younger adults. Experiment 2 examined the impact of practical value on curiosity and information seeking about science facts. Personal and collective practical value were highlighted by linking the information to the domains of medicine and the environment, respectively. Patterns of curiosity and information seeking revealed greater sensitivity to collective practical value in older than younger adults. In both experiments, the relationship between curiosity and information seeking was stronger in older adults than in younger adults. Overall, these findings suggest that age differences in motivational priorities may lead to age differences in curiosity and information seeking. In addition to highlighting strategies for fostering curiosity in older learners, these findings may also inform digital literacy interventions aimed at reducing engagement with clickbait and misinformation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Twenty‐Years of Anti‐Climate Change and Anti‐Evolution Education Legislation in the United States

ABSTRACTBoth evolution and climate change have broad scientific consensus, and yet they are the most contested scientific concepts in the US K‐12 education system. This study aimed to explore trends in proposed US state legislation employed from 2003 to 2023 by anti‐evolution and anti‐climate change education movements to constrain the teaching of these sciences. Using a historical qualitative research design, document analysis was used to evaluate state legislation and reports from the National Center for Science Education (NCSE). Two hundred and seventy‐three climate and evolution‐related House and Senate bills, concurrent resolutions, and joint resolutions were identified, coded, and analyzed. Eleven anti‐science education legislative tactics were employed from 2003 to 2023. Five were first identified in the literature review: academic freedom (42.1%), rebranding (12.1%), balanced treatment (12.1%), censorship (2.6%), and disclaimers (2.6%). Six new tactics were revealed in the analysis: anti‐indoctrination (16.8%), standards (12.1%), instructional materials (10.3%), religious liberty (8.8%), avoidance (4.4%), and religious instruction (4.0%). One‐quarter of bills and resolutions employed a combination of tactics. The most ubiquitous tactics were academic freedom bills, which urge science teachers to introduce ideas like intelligent design or climate change denial under the mantle of academic freedom, and anti‐indoctrination bills, which prevent teachers from advocating for controversial topics deemed political. Since 2017, anti‐indoctrination has become the preferred tactic. Southern, southeastern, and midwestern states were the most prolific in their contribution to anti‐science education legislation. Qualitative analysis revealed bill and resolution language was often recycled across years and states with slight changes to wording. From 2003 to 2023, the total number of anti‐science education state legislative efforts increased, as did the number of passed bills and resolutions. The implications of these tactics and trends are considered.

Languaging-as-practice in science education: an alternative to metaphors of language-as-tool

AbstractThis commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”