Learning Of Scientific Concepts Research Articles

Designing flipped classroom using Kemp's instructional model to enhance deep learning and self-directed collaborative learning of basic science concepts.

BACKGROUND:The flipped classroom pedagogy allows students to introduce a topic and gather their own meanings outside of the classroom, then explore the topic and create their meanings or exclude their misconceptions during class. Our aim was to enhance the ability of self-directed learning (SDL) among medical undergraduates. Pedagogical benefits of the model are highlighted along with potential challenges to its use.MATERIAL AND METHODS:Kemp's Instructional model was used to design flipped classroom. Need analysis was done to assess the perceptions of the students on the current teaching practices and their expectations for adoption of innovative methods. Validation of content was done by Delphi method by subject experts across the institutions. Content included objectives; case scenarios and extended multiple choice questions. Students were divided into two groups. Group A and Group B, 50 in each. A topic was given 1 week prior and both groups were subjected to a pretest to identify their self-study performance. Group A was exposed to 4 sessions of flipped classroom. They were provided with PowerPoint slides with voice recordings. In the classroom, first 30 min was meant for quiz and next 30 min was meant to clarify the doubts. Group B were exposed to the 4 regular lecture sessions. Both the groups were subjected to the posttest and test after 4 weeks. Later with another topic, flipped classroom was conducted for all the 100 students and the feedback was taken from all the students and faculty using a validated questionnaire.RESULTS:Posttest scores of students who were flipped were statistically significant (p < 0.001). Most (98%) students opined that these interactive sessions evoked interest in the topic. Flipped classroom sessions were found to be effective in improving students’ learning behavior toward SDL, collaborative learning skills and critically analyzing the basic concepts.CONCLUSIONS:By following a systematic process (Kemp's instructional Model, it is possible to design need-based flipped classroom sessions. They are found to be effective in improving students’ learning behavior toward deep learning, self-efficacy, SDL, collaborative learning skills, critically analyzing the basic concepts. In a flipped classroom, “the learning environment transforms into a dynamic and more social space where students can participate in critiques or work through problems in teams.

MEMINIMALISIR TINGKAT KESULITAN SISWA DALAM BELAJAR MATA PELAJARAN ILMU PENGETAHUAN ALAM PADA SISWA SMP/MTS

Students have different levels of difficulty in understanding Natural Science material. This study aims to determine the independence of students in minimizing learning difficulties experienced by students themselves. The research method using quantitative descriptive type was carried out by survey method via google form online. The technique of collecting data through a questionnaire instrument. From filling in the google form, respondents collected 13 students at the SMP / MTs level from various schools and different regions (Kudus and Jepara). This research was conducted in the even semester of 2020/2021. The results showed that learning media that were attractive in learning science, increased student learning independence and increased student interest in learning could minimize the difficulty of learning science concepts. Another result shows that students who have high interest in learning are still low. Learning independence that is not optimal and student interest in learning is still low causing difficulties in learning Natural Sciences. Learning independence is a predictor of learning outcomes.&#x0D; �

Examining of Preservice Science Teachers’ Conceptions of Learning Science: A Q Method Study

The purpose of this study is to examine the pre-service science teachers’ views about learning science. Learning science means to use specialized conceptual language in reading and writing, reasoning and problem solving, daily life, and leading practical actions in the laboratory. This study was designed using Q-method. Ten pre-service science teachers voluntarily participated in this study. Data were collected by using ‘The Conceptions of Learning Science’ (COLS) questionnaire. The significance of the factors was demonstrated by using the ‘Graphical Rotation’ and ‘Varimax Rotation’ analysis in the PQmethod software. According to the results of Q analysis, participants thought that learning science is not related to science achievement or getting high scores from exams, but they stated that learning science means explaining nature and the topics related the nature. They also believed that science should be learned not by memorizing, that should be learned by experimenting, and by integrating it into daily life. It has not been found any relationship between participants’ views of learning science and their understanding of nature of science. It is recommended that empirical studies might be conducted in future studies to improve the understanding of pre-service and in-service teachers about learning science.

A Framework for Defining Scientific Concepts in Science Education

Abstract Studies have shown that inadequate definitions of scientific concepts could complicate the learning of science and could prevent students from understanding the definitions of scientific concepts. The article provides a framework for defining scientific concepts in primary, secondary, and university education by proposing teachers draw attention to five common features of a definition: object/system, nature/characteristics, cause/effect, mathematical expression/equation, and condition/ reference frame that can help students to consider four dimensions, including, ‘comprehensiveness,’ ‘precision,’ ‘consistency,’ and ‘circularity’ when learning science concepts. This framework can be used by science teachers to guide students to analyze and redefine scientific concepts in the classroom and may be especially beneficial for students in Asian countries where teachers and students often rely on rote memorization as a strategy for learning scientific concepts. We conclude by describing the need for future studies in educational contexts in Asian countries where pedagogical strategies have traditionally emphasized memorization of science concepts.

Computer Assisted Learning For Enhancing Mastery Of Concepts In Science

This study examined the effects of Computer Assisted Learning (CAL) on the mastery of Science concepts by learners in universities. Teaching and learning of Science concepts present learners with numerous challenges. Of critical concern is the negative perception by learners that Science based subjects are difficult, thus contributing to widespread poor performance by the learners in the national examinations and subsequently poor choice of the subject in the universities. Solomon Four Group experimental design was employed for the study. The target population comprised all first-year students taking science subjects in 8 universities in western Kenya. A sample size of 335 students was determined using Krejcie &amp; Morgan table (1970). The universities were divided into two forming experimental and control groups. The study was carried out in 4 months spanning 16 weeks where pretest was administered after the first 8 weeks of conventional teaching and post-test administered after the next 8 weeks of treatment. Pretest and post-test Science Achievements Test (SAT) on two topics, digestive system and light and optics, were designed and administered by the respective lecturers, and scores recorded. Piloting was carried before the use of the instruments, and a reliability coefficient of 0.85 on SAT was recorded. Data were analyzed using t-test one-way ANOVA. The study found that 171 students taught using CAL achieved significantly higher scores in SAT compared to164 students taught through conventional methods with a mean gain of 2.851. The study demonstrated that CAL enhanced active manipulation of content and promoted interaction with content, and gave reality to abstraction. The study may be significant to educationists, lecturers, researchers, and policy makers as it provides insight on the benefits of applying Computer Assisted Learning in Science Education.

إشکاليات مشروع الکابستون بمدارس العلوم والتکنولوجيا (stem) ومتطلبات مواجهتها (دراسة ميدانية بمحافظة الدقهلية)

يهدف مشروع الکابستون داخل مدارس المتفوقين للعلوم والتکنولوجيا إلى المشارکة فى أنشطة الإبداع العلمي والابتکار، وتنمية الاتجاهات والميول المهنية نحو المسار العلمي التطبيقي، والبحث عن براءات الإختراع والمشارکة فى المسابقات المحلية والعالمية، الأمر الذى يؤدي إلى تقديم المفاهيم العلمية بطريقة ممتعة ومشوقة ترتبط بالتطبيقات العلمية، وباستخدام مواد ومصادر من الحياة اليومية بما يسهم فى تعلم المفاهيم العلمية وتطبيقتها وفهم ارتباطاتها بالعالم المعاش بما يدعم الاتجاهات الإيجابية نحو تبني المنحني التجريبي فى تقديم منهج ستيم من خلال تقديمة بصورة سهلة ومبسطة. ويستهدف البحث الحالى وضع مجموعة من المتطلبات المقترحه التى تعمل على الارتقاء بمشروع الکابستون داخل مدارس العلوم والتکنولوجيا، ويجعلها محل تقدير من قبل المهتمين بها، وذلک من خلال:تحديد واضح لما يفرضه مفهوم الکابستون من إطار فکرى، وتحديد أهدافه، ومعرفة مکوناته داخل مدارس المتفوقين للعلوم والتکنولوجيا، و الوقوف على بعض الأبعاد التى تساعد على تحقيق أهداف الکابستون، و معرفة بعض التحديات التى تکتنف طريق طلاب مدارس العلوم والتکنولوجيا حين القيام بالکابستون، و تحديد سبل الارتقاء بفکرة الکابستون من وجهة نظر الطلاب فى تفاعلها مع المنهج المتکامل الذى يتم التدريس به داخل مدارس العلوم والتکنولوجيا. The capstone project within the Schools of Excellence in Science and Technology aims to participate in the activities of scientific creativity and innovation, the development of professional trends and tendencies towards the applied scientific path, the search for patents and the participation in local and international competitions, which leads to presenting scientific concepts in an interesting and interesting way related to scientific applications, and by using Materials and resources from daily life that contribute to learning scientific concepts, their application and understanding their links to the living world, in a way that supports the positive trends towards adopting the experimental curve in presenting the STEM approach through an easy and simple presentation. The current research aims to develop a set of proposed requirements that work to advance the capstone project within the schools of science and technology, and make it appreciated by those interested in it, through: a clear definition of the conceptual framework imposed by the capstone concept, defining its objectives, and knowing its components within the schools of excellence in science. And technology, identifying some of the dimensions that help to achieve the goals of the capstone, knowing some of the challenges that surround the way students of science and technology schools when doing the capstone, and identifying ways to advance the idea of ​​capstone from the students' point of view in its interaction with the integrated curriculum that is taught in schools Science and Technology. Steam- capstion- Project-based learning

Ocean Data Visualization on a Touchtable Demonstrates Group Content Learning, Science Practices Use, and Potential Embodied Cognition

Conceptualizing and understanding global, physical systems like Earth’s ocean is challenging. Data visualizations on touch-based technology allow learners to explore systems and facilitate embodied experiences, promoting deeper understanding. We investigated how direct manipulation of data visualizations on a touchscreen table affords meaningful learning of science concepts and practices. Using a conceptual framework informed by embodied cognition and sociocultural theory, we analyzed the use of an application displaying global ocean temperature visualizations. Eleven adult-child groups of two to four participants used a think-aloud procedure during four tasks in a lab setting. We recorded, transcribed, and qualitatively coded resulting utterances, looking for evidence of concepts and practices, group meaning-making, and language that could point to embodied cognition. Participants discussed science content and engaged in scientific practices such as describing patterns and refining ideas. Participants used ontological, orientational, and metonymic conceptual metaphors. We discuss implications and provide suggestions for data visualizations on touch platforms.

Memory, Imagination, and Meaning-Making in Learning Scientific Concepts: a Case Study About the Concept of Substance in Chemistry

To understand the relation between memory, imagination, and learning, I consider that it is necessary to adopt alternative models for these cognitive processes. For instance, in learning, instead of the traditional view that knowledge is transferred from the teacher to the students, I adopt the sociocultural constructivist model, in which learning is a meaning-making process with a social nature mediated by signs. In regard to imagination, I consider it as a higher mental function that creates possible scenarios in the Zone of Proximal Development for the future. At last, for memory, I highlight the theory of remembering, in which memory is understood as a meaning-making reconstruction process. This reconstruction is characterized by a few features, such as transformations, transferences, elaborations, and importations. In this chapter, I present a few illustrations of the relation between memory, imagination, and meaning-making (focusing on remembering) from a case in which two students try to answer questions about chemical substances by recalling information from prior sources and knowledge. The analysis showed that the building of meanings occurs from modifications in memory through the emergence of remembering features (transformation, importation, transference, and elaboration) and new meanings appear on the Zone of Proximal Development projected by imagination. Thus, it is possible to understand how students build new meanings about scientific concepts by analyzing how they remember prior knowledge and prospect for new meanings through imagination.

Examining Grade 11 science students’ difficulties in learning about vector operations

Studies on student learning of scientific concepts have shown that students often experience various difficulties in understanding basic physics concepts such as vector quantities, as a result of formal and informal learning. The purpose of the present study is to document Grade 11 students’ difficulties in understanding vectors and their associated concepts. Specifically, the study tried to find answers to questions about the overall level of difficulty experienced by Grade 11 students about vectors, the nature of these difficulties, and their association with operations, such as scalars, adding vectors graphically, determining vector magnitude and direction, and multiplying vectors by numbers. Altogether, 58 Grade 11 students participated in this study. The study employed a specifically adapted test to assess participants’ understanding of vectors in relation to: (1) identifying whether students can distinguish between vectors and scalars, (2) adding vectors graphically, (3) determining the vector magnitude and direction, and (4) multiplying vectors by numbers. The findings suggested that, although most students were able to distinguish between vectors and scalars, they had experienced various difficulties in understanding operations in relation to adding vectors, graphically and mathematically, determining vector magnitudes and directions, and multiplying vectors by numbers. The findings were discussed within the recent UAE educational reform policy.

A journey through the digestive system: analysis of a practical activity's use as a didactic resource for undergraduate students

ABSTRACT The digestive system is a fundamental topic in biological science teaching. Despite its importance, the level of students’ knowledge on the topic appears to differ from recommended levels at several educational grades. Their knowledge also seems to be resistant to change; therefore, this discrepancy may be viewed as an epistemological obstacle to teaching scientifically updated concepts related to the digestive system. Didactic-pedagogical resources are important tools for overcoming such difficulties. The present study was intended to analyse the use of a practical activity as a possible didactic resource to help (re)construct concepts regarding human digestive physiology and to amplify the conceptual profile of undergraduate students. Data collection was performed using questionnaires and semi-structured interviews to assess students’ knowledge of the digestive system before and after participating in the practical activity. Qualitative data analysis revealed that previous knowledge was partially aligned with that described in the literature, suggesting a possible epistemological obstacle to teaching and learning scientific concepts. Participation in the activity not only contributed to better understanding of general aspects of the digestive system but also appeared to help overcome possible epistemological obstacles, including the role of the intestine.

Establishing the norms of the Vygotskian teaching in the science classroom

This study aimed to exemplify an approach to in-class science inquiry teaching for effective science knowledge acquisition of students. The teaching tool (argument-based inquiry) is presented within a specific instructional psychology context, coined as discursive psychology, grounded on the seminal works of Lev S. Vygotsky. According to Vygotsky, concept formation or learning science concepts requires the acquisition of a version of specific social languages or thinking and talking systems by which science ideas are generated and labelled. In the classroom, there are at least two social languages that may have differences and communalities. On one hand, students may bring a less formalised everyday social language into the classroom. On the other hand, science teachers have to share an alternative social language favouring and featuring a more formalised thinking and talking system attaching to canonical science knowledge. This study thus presented an expanded illustration how the science teacher uses an in-class science inquiry approach by reacting to the existences of the different or exclusively mutual social languages or pedagogical accountabilities.

Construindo um diálogo entre genética, ficção científica e teoria da Aprendizagem Significativa na implementação de uma oficina

Na intenção de realizar um estudo que abordasse a integração de saberes dos alunos, dentro da perspectiva da verticalização do ensino, neste caso a união de discentes do ensino médio técnico à pós-graduação, construindo a chamada educação verticalizada, criou-se a Oficina Genetikar. Um projeto que englobou conteúdos específicos do curso médio técnico em Controle Ambiental, tendo como objetivo debater conceitos científicos de genética por meio de uma aproximação com o cotidiano dos alunos. Desta forma, a construção da oficina foi pautada no seguinte questionamento: “Como a interação entre os saberes Genética, Ciência e Arte, e, práticas laboratoriais, embasados na Teoria da Aprendizagem Significativa (TAS), podem facilitar o aprendizado de conteúdos científicos, para os alunos do médio técnico?” Portanto, com a preocupação de que essa oficina fosse construída metodologicamente à luz da TAS, sua organização foi desenhada por meio do Diagrama V de Gowin. Alunos nos diferentes níveis de ensino participaram dessa construção. Na exposição dos resultados buscou-se focar em dois produtos que podem responder ao questionamento proposto: a organização sequencial didática da oficina e as manifestações e os trabalhos realizados pelos alunos. Assim, pode-se perceber pelo diálogo e trabalhos apresentados durante a oficina, a integração dos saberes propostos; concluindo que, por meio do material analisado e da construção de organização sequencial própria, houve indícios de uma Aprendizagem Significativa de conceitos científicos vistos na oficina.

Difficulties of Teaching Scientific Concepts among Basic Students from the Point of View of Science Teachers in Irbid Governorate: صعوبات تدريس المفاهيم العلمية لدى طلبة المرحلة الأساسية من وجهة نظر معلمي العلوم في محافظة إربد

This study aimed to investigate the difficulties of teaching scientific concepts among students of the basic stage from the point of view of science teachers in Irbid governorate through applying to a sample of (56) teachers. And. A study tool has been developed consisting of (24) paragraphs, each of which represents one of the difficulties of learning the concept. The tool has been verified and verified. The study reached the following results: The difficulties of learning scientific concepts were moderate, and there were no statistically significant differences at the level of significance ( = 0.05) in the difficulties of learning scientific concepts from the point of view of science teachers attributed to the impact of sex and educational qualification. The researcher recommended a number of recommendations, the most important of which were: Reviewing the content of science books so that the number of scientific concepts contained in the curriculum content is reduced in order not to overwork the student by memorizing a large number of scientific concepts, and holding training courses for science teachers in order to train them on how to choose methods Appropriate teaching to teach scientific concepts.

The influence of a web-based learning environment on low achievers’ science argumentation

The present study developed a web-based argumentation program (WAP) to support the science concept and argumentation learning of low achievers (LAs) in socio-scientific issue (SSI) contexts. A quasi-experimental design was applied in the present study. A total of 63 eighth-grade LAs were defined as the experimental group, while 62 of their peers who were medium achievers (MAs) were defined as the control group. The WAP was developed based on three principles to address the specific needs of the LAs: visualizability, interactivity, and multiplicity. The statistical results showed that both the MAs and LAs exhibited significant improvements in both conceptual learning and argumentation learning. However, the LAs acquired better and more balanced improvement in their science argumentation learning. They even outperformed their peers in the MA group in terms of using level 1 claims and qualifiers in the WAP. Meanwhile, the qualitative analysis showed that both the LAs and MAs had no problems with using claims, warrants, or rebuttals. Most of the LAs basically saw the SSI argumentation as a competition and understood that they could potentially strengthen their arguments by citing evidence. However, they found it difficult to construct higher level qualifiers because they had difficulty perceiving the limitations of their own arguments. The co-constructions in the WAP were a main factor influencing the degree and sequence of the LAs’ improvements in using claims, warrants, and rebuttals. We subdivided their co-constructions into two types: opposed and supportive. The two types of co-constructions provided the students with various paths through which they can reflect on and evaluate their knowledge. This indicates that there is much potential for the further development of web-based scaffolding in order to facilitate argumentation learning for LAs.

A Corpus-based Cognitive Linguistic Analysis of Pre-existing Knowledge of Scientific Terminology: The Case of English Energy and Arabic طَاقَة (ṭāqa)

The present paper aims to broaden the current understanding of students’ misconception of scientific terminology by identifying the gaps between Arabic and English scientific terminologies and between everyday language and scientific language. The paper compares the polysemy, prototypes, and motivating factors of English energy with those of Arabic طاقة (ṭāqa), with more focus on students’ prior knowledge. The study employs Lakoff’s (1987) idealized cognitive models and Rosch’s (1975) prototype theory to reveal the radial members of both categories, i.e., energy and طاقة (ṭāqa), and to explain the kinds of cognitive mechanisms that motivate the extension as well as understanding of the meanings of these terms. To this end, the study uses several English and Arabic dictionaries, lexical databases and corpora. This is to explore all the meanings, prototypes and motivating factors of the terms under investigation. The results show that the terms energy and طاقة (ṭāqa) overlap in prototypical meanings and motivating factors but differ in less prototypical and peripheral meanings. English and Arabic learners may then face similar issues in learning scientific concepts due to the difference between their pre-existing knowledge and scientific language.

Mobile-Heutagogical Practices among Student Teachers: Its Pedagogical Affordances and Challenges

The integration of Information and Communication Technology (ICT) in the classroom for learning is becoming important to improve student engagement and interaction. This is in line with the educational transformation towards achieving Higher Education 4.0 in Malaysia. Education 4.0 (Edu 4.0) is in line with the Industrial Revolution 4.0 (4IR) and underpin the Malaysia Education Blueprint 2015-2025. There has been a recent surge in published studies on Mobile-Heutagogy (M-Heutagogy), with most studies has been conducted in developed countries, where the outcomes of the studies have revealed that M-Heutagogy has significant impacts on Edu. 4.0. Against this backdrop, this paper aims to discuss the M-Heutagogy pedagogical affordances of such a tool, the challenges that it poses, and the pedagogical change that is entailed for the adoption of the M-Heutagogy in the classroom. As a preliminary investigation in Malaysia, this study was carried out based on the phenomenological perspective of selected student teachers concerning the above affordances and challenges of M-Heutagogy through interviews. It was revealed that the use of such a novel learning tool helped spur their students’ interest, stimulate their curiosity, and improve their confidence in learning scientific concepts. In particular, the use of M-Huetagogy has proven can help to improve student participation in the learning process through more intense discussions among student teachers, which led to an improved understanding of learning concepts. However, the main barriers to full integration of such a tool in teaching and learning were attributed to the lack of technical support, teaching skills and confidence, and suitable facilities.

Relationship among High School Students’ Science Academic Hardiness, Conceptions of Learning Science and Science Learning Self-Efficacy in Singapore

This study used three previously validated instruments, namely Science Academic Hardiness (SAH), Students’ Conceptions of Learning Science (COLS) and Science Learning Self-Efficacy (SLSE) on 431 Singaporean students. Using structural equation modeling, results showed that the SAH commitment dimension a positive predictor explaining both the reproductive (e.g. science learning as memorizing or testing) and constructivist (e.g. science learning as understanding or seeing in a new way) conceptions of science learning as well as all dimensions of students’ self-efficacy among high school students. It was also found that the SAH control dimension is a positive predictor for explaining the SLSE science communication dimension but is a negative predictor for explaining reproductive COLS. Finally, only students with constructivist COLS had significant associations with all SLSE dimensions. These findings suggest that students’ personal commitment to learning science is an important aspect to cultivate since it has the ability to predict conceptions of science learning and self-efficacy. Further, creating opportunities for students to be engaged in learning through constructivist ways—such as designing tasks to help students understand and see phenomena in new ways and occasions for students to apply their science knowledge to solve science problems—is likely to lead to positive self-efficacy in practical science work, science communication, and everyday applications of scientific knowledge. Additionally, students’ engagement in reproductive ways of learning science—such as memorization, testing, and calculating and practicing—could be reduced since these do not contribute to building students’ science learning self-efficacy.

The effect of science fiction movies on learning science concepts: an aplication for teacher education

The effect of science fiction movies on learning science concepts: an aplication for teacher education

Jogos digitais e aprendizagem: um estudo pela perspectiva da teoria histórico-cultural

O presente artigo tem como objetivo analisar a relação de alguns conceitos-chaves da teoria histórico-cultural com a aprendizagem baseada em jogos digitais. Caracteriza-se como um estudo teórico, elaborado por meio de pesquisa bibliográfica acerca do entendimento do jogo enquanto dimensão lúdica na cultura e na sociedade e da aprendizagem baseada em jogos digitais à luz da perspectiva epistemológica citada anteriormente. Fundamenta-se sua análise nos estudos de Vigotski, Leontiev, Luria, Elkonin. Considera-se os jogos digitais como sendo uma atividade humana, elemento constituinte da cultura, com um sistema de regras explícitas e implícitas, que preenche necessidades, possibilita que as relações sociais sejam construídas e reconstruídas, propicia interação, estimula a descoberta, o interesse, a reflexão, viabiliza a aprendizagem de conceitos científicos e atua nas atividades psíquicas. Nesse contexto, este trabalho tem a intenção de contribuir para as discussões que envolvem jogos digitais e aprendizagem, compreendendo que as principais ideais fundadas e desenvolvidas por essa teoria podem estar interligadas para uma era digital.

High School Students' Verbal and Physical Interactions Appeared in Collaborative Science Concept Learning Using Augmented Reality

High School Students' Verbal and Physical Interactions Appeared in Collaborative Science Concept Learning Using Augmented Reality