Nature Of Science Conceptions Research Articles

The Relationship Between Learning Activities and the Ability to Understand Natural Science Concepts in Class V

This research aims to: 1) Describe the relationship between student learning activities and understanding of science concepts in the material of changes in the shape of objects. The research used is correlation or relationship research with a quantitative approach. The population in this study were all 5th grade students at SDN 14 Kuala Selakau with a total of 26 students. The sampling technique used was the saturated sampling technique. Saturated sampling technique is a sample determination technique when all members of the population are used as samples. Data were analyzed univariately with a significance level of 5% (0.05). For hypothesis testing, a prerequisite test was used, namely the normality test using the Chi square formula. The results of the research show that: 1) There is a relationship between learning activities and students' understanding of science concepts in the material on changes in the shape of point objects with the criteria for the strength of the relationship being in the very strong category with a correlation coefficient of 0.98. Understanding students' concepts provides a coefficient of 97.81% for student learning activities and the remaining 2.19% is influenced by other factors. Thus, it can be concluded that if the student's learning activities are good, the higher the student's understanding of science concepts, or conversely, the lower the student's learning activities, the lower the student's understanding of science concepts.

An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

The aim of the study was to explore children’s learning of natural science, and the authors chose a literature review as the means to achieve this aim. As the research into children’s emerging science is fragmented into many different theoretical perspectives and many kinds of studies are included, research results deriving from the field can be difficult to summarize. To resolve this issue, Vosniadou’s framework theory was used as the tool for data analysis. Results show emergence as a dynamic interaction between intuitive and counter-intuitive concepts leading to synthetic and scientific models in combination with developing epistemological and ontological skills. The accumulation of synthetic concepts seems to be the most common result of early formal educational input. Both intuitive and synthetic models are predecessors for scientific concepts and models, and these models as such are very important for emerging science. The conclusions suggest that diverse science experiences should bring about more synthetic models. This subsequently creates a wider basis for further development. Another important factor of emergence is the development of children’s epistemic skills and ontological shifts. Research results suggest that it is important for teachers to support children’s epistemic and ontological skills. Enhancing children’s understanding about causality and ontology is an important step towards developing formal concepts of science.

An Indian perspective on interdisciplinary storylines and science practices in a socio-cultural context

ABSTRACT Context-based STEM learning has been proven to be useful as interdisciplinary storylines to regulate the flow and sequencing of lessons to obtain expected outcomes. This case study pilot project aims to contextualise scientific learning to local culture. Student groups sampled from two schools in distinct social backgrounds, reflected varied Indian population. Pre-service middle school science and social studies teachers conducted eight lessons as an interdisciplinary storyline with a few natural and social science concepts utilising an artefact representing the cultural history of India for seventh-graders. Data were collected through manually recording of students’ responses and products made during class activities; researchers’ observations and pre-service teachers’ feedback about finding solutions to the difficulties faced. In order to address three research questions about socio-cultural context in science-curriculum design, student adoption of 3D learning, and overcoming teachers’ challenges, a thematic analysis of data through the lens of five science practices and one crosscutting concept was performed. This study supported context-based STEM learning for the twenty-first century and strengthened cultural anchoring from an early stage implying the need for teacher professional development, curricular reform, and school infrastructure improvements to support policy implementation. Such researches may be extended to varied sociocultural contexts and discipline combinations to offer broader perspectives.

Empirical analysis of quantum mechanics and harmonic applications

A brief review of the main ideas (interpretations) of quantum mechanics is given. Each of the considered interpretations contains a number of disputable provisions, the discussion of which allows us to develop our own understanding of the mechanism of paradoxical quantum phenomena. The article is addressed to all students who study the concepts of modern natural science, and to all readers interested in the questions what is the reality beyond the quantum mechanical experiment or if our perception really shapes the physical world in some way. The author believes that the development of quantum information technologies is impossible without answering these fundamental questions.

The latest achievements of fundamental physics as a tool of “culture shock” in education

Specific topics from the field of the latest fundamental physics are proposed for their implementation in the educational process. It is proved that the considered ideas of elementary particle physics and cosmology contain stunning images. These are modern ideas about the structure of the Universe, about dark energy (cosmological vacuum), and the program for building a unified field theory, and the concept of a non-local observer in general relativity; and the accelerated expansion of the Universe with the Big Rip tendency of a Big Gap, and the geometrodynamic concept, and the multidimensional space-time of our Universe, and the superstring model, and the concept of spontaneous symmetry breaking of the cosmological vacuum. And finally, the anthropic principle. Their summary is given. These problems inevitably contribute to the formation of an association of surprise and surprise among students, which is a strong argument in favor of using shock pedagogy technologies. It is proved that the discussed issues serve the spiritual and moral enrichment of young people and the formation of personally significant qualities of their characters in contrast to the routine and moralistic attitudes traditionally used in the educational process. The question is raised about the need to allocate additional hours in the scope of the discipline “Physics” for students of natural science and engineering areas of training / specialties and to restore the status of the discipline “Concepts of modern natural science” for students of humanities / specialties.

Developing Critical Thinking: A Comparison of Three Disciplinary Approaches

Critical thinking is considered one of the most important results of university education. However, approaches to its development are controversial: there is very conflicting empirical data on the effectiveness of different approaches to the development of critical thinking.
 Comparing approaches is difficult because different studies differ in the sets of critical thinking skills diagnosed, the learning conditions and the disciplines in which these approaches are implemented. Therefore, to carry out a comparative study of the effectiveness of infusion, immersion and mixed approaches to the development of critical thinking, a single discipline was chosen - “Concepts of modern natural science”, the differences between the approaches were formulated, which determined the general and different conditions for their implementation, a local definition of critical thinking for natural science was created, based on which identified a single set of diagnosable skills and developed a tool for their assessment. The study, covering 2019-2022, involved 619 students of the Faculty of Philology of RUDN University.
 The mixed approach turned out to be optimal; it statistically significantly improved all groups of critical thinking skills. The infusion approach is less effective in developing decision-making skills and formulating inferences, but in other respects is not inferior to the mixed approach. The immersion approach is the least effective and primarily affects the group of information comprehension skills. The duration of the formation of critical thinking skills has a significant impact on the results: an impact spread over two semesters is more effective than one compressed into one semester. The difference in results between first and second year students may be explained by the cumulative nature of cognitive growth: learning has a delayed effect and there are epistemological crises in the perception of knowledge.

Mathematical Reasoning Ability and Mastery of Science Concepts in High School Students

Mathematics arises because the human mind deals with ideas, processes and reasoning. The thought process carried out during science activities is a form of thinking called reasoning. In studying the concepts of Natural Sciences (IPA) requires two types of reasoning, namely deductive reasoning (deduction) and inductive reasoning (induction). Both types of reasoning help students think creatively, critically, analytically, meticulously and logically in dealing with everyday life problems. The purpose of this study is for students' ability to do mathematical reasoning, and examine the mastery of science concepts (Physics and Biology) in students of SMA Negeri Kodya Banda Aceh. The research method used is descriptive and correlational, to describe the ability of mathematical reasoning and mastery of science concepts (Physics and Biology). The subjects of the study population were all grade II students of SMA Negeri Kodya Banda Aceh. While the research sample subjects used were six classes from one of the Kodya State High Schools Banda Aceh which were determined purposively by the curriculum field. Research instrument to capture mathematical reasoning ability data using the Mathematical Reasoning Ability Test (TKPM). And mastery of the science concept using the Science Concept Mastery Test (TPKIPA) in the form of a description. As well as using the average value statistic ( ) and using the chi-squared formula (x2). The results of the study that mathematical reasoning skills in learning science concepts (Physics and Biology) on average are still in the category of lacking. The ability to reason mathematics has a high relationship with mastery of science concepts in high school students.

Bilingual education of future natural sciences teachers as today’s requirement

The article deals with the issue of introduction of the elements of bilingual education in professional training of future natural sciences teachers. It has been found out that Ukraine has some historical experience of introducing bilingual education in general secondary education institutions. It has been revealed that the main drawback, in this perspective, is the insufficient bilingual training of future natural sciences teachers. The content of the elective course «Science teachers training in US universities» which is taught in English, as one of the means of ensuring a «parity model» of bilingual education for future natural sciences teachers and a «displacing model» has been revealed. Learning of this course involves a dual purpose – the formation of students’ knowledge of the concept of natural sciences teachers training in the United States and (structure, features of the content, forms and methods of science teachers training under conditions of continuous pedagogical education) adaptation of this knowledge to the educational process in Ukraine; formation of intercultural interaction skills. It has been established that the teaching methods which include the use of different doses of assistance during the performance of cognitive tasks and differentiating of their complexity level are effective while teaching this course. The use of such teaching methods allows to provide each student with the optimal conditions for the maximum satisfaction of his cognitive needs and formation of communicative skills. These methods involve a gradual transition from collective forms of work to partially independent and fully independent and performing of the tasks, the complexity of which is growing. The effectiveness of the introduction of the course «Science teachers training in US universities» has been experimentally proved.

Identifikasi Permasalahan Kesulitan Belajar IPA di Sekolah Dasar Negeri Dukuh 1 Kabupaten Tangerang

This study is the first study in the identification of the problems faced in science subjects. The purpose of this research is to identify the underlying science difficulty in elementary school. The study is a quantitative study using descriptive research methods. These data collecting techniques use interview instruments, observation sheets and learning results (cognitive) tests. The findings of this study provide information leading to the difficulty of learning elementary student science. One of the subjects that has to be mastered at an elementary level is the subject of natural science. The implications of elementary science study should make it possible to cultivate the curiosity of learners scientifically. But the reality is not that all trainees have mastered competence as expected. This lack of natural science concepts is due to the difficulty of learners in responding to learning given by their teachers.

Review of Chemical, Biological, and Epistemological Elements: Mamaq Tradition

Mamaq by the ancestors of the Sasak people was an activity of chewing betel nut, lime, betel leaf, and tobacco, and ending with shrinkage. Betel leaves contain glycosides, steroids, triterpenoids, flavonoids, tannins, and anthraquinones. These compounds contain antimicrobial activity that can fight Staphylococcus aureus, Escherichia coli, and Candida albicans fungi. Meanwhile, whiting is a strong base because it has a pH of 11-12.5. This is because in the mouth there is saliva which can maintain a pH of around 6.8. Saliva contains phosphate buffer solutions H2PO4- and HPO42-. And gambir contains a component in the form of catechins which function as antioxidants and antibacterials. The purpose of this research is to study philosophical values, especially epistemology, which investigates the origin, and composition of methods and knowledge related to mamaq philosophy and natural science concepts, especially chemistry, and compounds, and what reactions occur in the mamaq process that has not been revealed. The study uses the library method. From the results of thestudy, it was concluded that in addition to the philosophy in the ingredients for mamaq it can also be described the chemical compounds contained in the ingredients for mamaq, starting from whiting, green betel leaf, gambier, and areca nut.

Implementation of Pop-Up Book Media: Potential Implication on Mathematics and Science Learning Outcomes

Mathematics is important to the broader implications for science education, as science and mathematics are inherently interconnected. The use of interactive and engaging media such as pop-up books can be a valuable tool for teaching natural science concepts and improving student learning outcomes. This study aims to improve students' mathematics learning outcomes through the implementation of pop-up media during the learning process. The current study also describes potential implication of the result to the natural science learning. This research is classroom action research (CAR). This research was conducted at SD Inpres Baru with 16 third grade students as subjects for two cycles. Research data were analyzed descriptively-quantitatively. Data on student learning outcomes were collected using multiple-choice tests. In addition, observation sheets are also used to collect data on teacher and student activities. The results of the research in cycle I showed that the average student score reached 68.87 with classical completeness reaching 43.75%, while the results of observations of teacher activity (68%) and students (69%) were in the sufficient category. In cycle II, the average student score increased to 87 with classical completeness reaching 87.5%. There were better teacher (89%, good category) and student (91%, very good category) activity compared to the results in cycle I. Based on the results of the study, it can be concluded that the implementation of Pop-up Book learning media in learning mathematics can improve students' learning outcomes on flat shape material. The result can be applied to natural science teaching as well, where teachers need to be more active and effective in guiding students in experiments and demonstrations, and ensure that students are actively participating in the learning process.

Bilingual education as a means of improving future natural sciences teachers quality of education

The article deals with the problem of introduction of the elements of bilingual education in professional training of future natural sciences teachers. It has been found out that Ukraine has some historical experience of introducing bilingual education in general secondary education institutions. It has been revealed that the main drawback, in this perspective, is the training of future teachers who would be able to provide the opportunity for school students to study natural sciences subjects in two languages. The content of the elective course "Science teachers training in US universities" which is taught in English, as one of the means of ensuring a "parity model" of bilingual education for future natural sciences teachers and a "displacing model" has been revealed. Learning of this course involves a dual purpose - the formation of students’ knowledge of the concept of natural sciences teachers training in the United States (structure, features of the content, forms and methods of natural sciences teachers training under conditions of continuous pedagogical education) and adaptation of this knowledge to the educational process in Ukraine; formation of intercultural interaction skills. The peculiarity of the training technology is that teaching is carried out in English depending on the level of students’ foreign language competence formation and educational tasks complexity. It has been established that the teaching methods which include the use of different doses of assistance during the performance of cognitive tasks and differentiating of their complexity level are effective while teaching this course. The use of such teaching methods allows to provide each student with the optimal conditions for the maximum satisfaction of his cognitive needs and formation of communicative skills. These methods involve a gradual transition from collective forms of work to partially independent and fully independent and performing of the tasks, the complexity of which is growing. The effectiveness of the content of the course "Science teachers training in US universities" according to such a criterion as didactic quality has been experimentally proved. The quality of its study by the criterion of formation of methods of mental activity and development of types of speech activity has been confirmed.

The Cyanotype Process and Its Potential in Chemistry Education

Over the past few decades, the photographic process has slowly vanished from chemistry education in most schools. It happened due to vast changes in both technology and legislation. It is, however, helpful in demonstrating several concepts in natural sciences, bringing a bit of art into the subjects, and giving students an opportunity to express themselves while learning. The attractiveness of experiments may play a role in developing a positive attitude toward the subjects. Therefore, a photography-aimed laboratory experiment for elementary and high school education has been proposed. The cyanotype process was chosen due to its obvious advantages─it does not require extensive preparation or equipment and is easily administered even with elementary school pupils. A series of cyanotype workshops has been introduced in Slovak elementary and high schools with generally positive student response.

The Problem of the Actual Infinity and the Path of the New European Classical Epistemology: from Genesis to the Modern Crisis

Introduction. The purpose of the paper is to show the prospects of the problem of actual infinity for understanding the ways of New European classical epistemology. The relevance of the work is due to the need to fill a gap in the history of New European epistemology, which today makes it difficult to understand the essence of its crisis. Such a lacuna was formed by the lack of grounds for the transition from the probabilistic concept of natural science, which takes into account apophaticism associated with the idea of actual infinity, to positive science, which presupposes a positive understanding of actual infinity.Methodology and sources. The author of the paper reconstructs and critically analyzes the attempts of the founders of New European science (Galileo and Descartes) to reform the ontological project of Nikolai Kuzansky due to the need for a positive understanding of the actual infinity. The author distinguishes between the reception of the problem of actual infinity in the New European philosophy and its objective state. Based on a comparative analysis, the author of the article establishes the identity of the logic of the development of the problem of actual infinity in the studies of Zeno of Elea and in New European epistemology, thereby testifying to its enduring significance.Results and discussion. The author shows that in the development of the problem of actual infinity, an objective regularity manifests itself, consisting in the fact that an unjustified assumption of the possibility of changing physical nature on the basis of the actual infinite really leads to a change in nature, but only the basis for this change is not actual, but potential infinity. This logic was reproduced in the history of New European epistemology. Thereby, mathematical natural science really turned out to be possible, but not on what its creators put in the basis (actual infinity), but on a derivative of it (potential infinity), and as a result it strengthens the position of supporters of non-classics.Conclusion. The problem of actual infinity makes it possible to understand the logic of the development of New European epistemology from its genesis to the modern crisis, and shows a deep interconnection between these two points.

VIEWS ON NATURE OF SCIENCE AND ATTITUDES TOWARD TEACHING NATURE OF SCIENCE AMONG CHEMISTRY STUDENTS IN SAUDI UNIVERSITIES

Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers' preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists' methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists' observations. No significant differences among students' views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students' views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers' preparation programmes and suggest recognising chemistry department faculty members' attitudes to developing students' NOS concepts. Keywords: attitudes toward teaching NOS, nature of science, university chemistry students, views on science and education (VOSE).

The Impact of the Curriculum on Pre-service Physics Teachers’ Nature of Science Conceptions

The Impact of the Curriculum on Pre-service Physics Teachers’ Nature of Science Conceptions

Connected learning: An approach for teaching nature of science aspects and argumentation components

AbstractThe study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). Participants in both groups were taught by the same teacher. The duration for the treatment was 2 months and one unit about plants was addressed. Participants in one group received explicit NOS and explicit argumentation instruction and learned about NOS and argumentation components as connected and at the same time, while participants in the other group received explicit NOS instruction and explicit argumentation instruction as non‐connected and learned about them as separate. An open‐ended questionnaire, together with individual semi‐structured interviews, were administered at the beginning and conclusion of the study to assess participants' NOS conceptions and argumentation components in socioscientific contexts. The results showed that the connected group outperformed the non‐connected group in generating arguments and counterarguments. As for NOS, the results revealed that both the connected and non‐connected approaches showed a general enhancement of the conceptions of the NOS aspects. These results are interpreted in terms of the reflective judgment model, argumentation as a framework, an explicit approach, cognitive load theory, and curriculum coherence.

An analysis of the nature of science represented in Chinese middle school chemistry textbooks

ABSTRACT Understanding the nature of science (NOS) is an important goal of science education, and textbooks are a key factor in shaping students’ conceptions of NOS. In this study, we analysed NOS represented in middle school chemistry textbooks in the Chinese mainland. The selected materials were three most commonly adopted textbook series, which were published in 2001, 2001, and 2012. The analysis was conducted from 11 aspects – empirical, inferential, creative, theory-driven, tentative, myth of ‘the scientific method’, scientific theories, scientific laws, social dimensions of science, social and cultural embeddedness of science, limitations of science – to determine the distribution of different representation types (explicit-informed, implicit-informed, implicit-naïve, and explicit-naïve) in each NOS aspect in each textbook series. Textbook analysis results indicated that each textbook series had mixed conceptions of NOS and most NOS representations were informed and implicit. The frequencies of NOS representations in the selected textbook series were roughly identical; however, the last two textbook series had relatively higher error rates than the first one. Moreover, there was an overall imbalance in the representations of NOS aspects. Our findings, combined with previous studies, were also discussed.

THE EFFECTIVENESS OF PROJECT-BASED WORKSHEETS TO IMPROVE STUDENTS’ NATURAL SCIENCE CONCEPT UNDERSTANDING IN ELEMENTARY SCHOOL

A teacher still becomes a role model in providing a source of science and knowledge in the classroom in Indonesia up to now. Students become inactive and quickly bored during the learning process. It was due to the teacher’s teaching style that still uses traditional and less innovative. This research attempts to ascertain the effect of project-based worksheets on elementary school students’ natural science concept understanding. The research method uses a post-test-only control design of experimental quantitative research. The population in this research involved the second-grade students of SDI Miftahul Huda. There are two samples, which consist of 24 students of class IIA in the control and 24 students of class IIB in the experimental class. The data analysis used in this research is the independent sample t-test, normality testing, and homogeneity testing. As a result, a sig value (2-tailed) is 0.000 < 0.05, which means H0 is disaccepted and H1 is accepted. In addition, a significant difference between the control and experimental classes was discovered. Thus, project-based worksheets can help elementary school students to improve their understanding of natural science concepts.

An empirical analysis of the relationship between nature of science and critical thinking through science definitions and thinking skills

Critical thinking (CRT) skills transversally pervade education and nature of science (NOS) knowledge is a key component of science literacy. Some science education researchers advocate that CRT skills and NOS knowledge have a mutual impact and relationship. However, few research studies have undertaken the empirical confirmation of this relationship and most fail to match the two terms of the relationship adequately. This paper aims to test the relationship by applying correlation, regression and ANOVA procedures to the students’ answers to two tests that measure thinking skills and science definitions. The results partly confirm the hypothesised relationship, which displays some complex features: on the one hand, the relationship is positive and significant for the NOS variables that express adequate ideas about science. However, it is non-significant when the NOS variables depict misinformed ideas about science. Furthermore, the comparison of the two student cohorts reveals that two years of science instruction do not seem to contribute to advancing students’ NOS conceptions. Finally, some interpretations and consequences of these results for scientific literacy, teaching NOS (paying attention both to informed and misinformed ideas), for connecting NOS with general epistemic knowledge, and assessing CRT skills are discussed.