Science Content Research Articles

Development of SESD (Science Education for Sustainable Development) based on Student Worksheet 'Climate Action' Social Science Content to Construct Critical Thinking Skills of Elementary School Students

Global environmental challenges, including climate change, require a strong commitment to realising sustainable development, where education plays a key role in building awareness and skills to address these challenges, with Science Education for Sustainable Development (SESD) being an important approach in integrating sustainable concepts into the curriculum. The purpose of this research is to develop SESD-based Student Worksheets with a focus on the topic of "Climate Action" in science subjects in primary schools, to improve critical thinking skills and support sustainable development goals, particularly in handling climate change to support Sustainable Development Goals (SDG). This research uses the ADDIE model, involving needs analysis through interviews with teachers, design of SESD-based Student Worksheets 'Climate Action' by taking into account the characteristics of learners and the applicable curriculum, and development of Student Worksheets by involving expert validation. The evaluation results showed that the SESD-based Student Worksheets 'Climate Action' succeeded in improving students' critical thinking skills, with an average score of 80%, which was included in the good category, and the validation of Student Worksheets and materials by experts also showed the feasibility of the product to be used in learning. The conclusion of this study is that the development of SESD-based Student Worksheets 'Climate Action' is an important step in strengthening sustainable education and increasing learners' understanding and awareness of environmental issues, with suggestions to improve the effectiveness of SESD-based learning in the future. Keywords: Critical thinking, Worksheet, SESD

A podcast to teach medical humanities at medical school: a text-mining study of students’ lived experience

ABSTRACT The teaching of medical humanities is increasingly being integrated into medical school curricula. We developed a podcast called Le Serment d’Augusta (Augusta’s Oath), consisting of six episodes tackling hot topics in the modern world of healthcare related to the patient-doctor relationship, professionalism, and ethics. This podcast aimed to provide scientific content in an entertaining way, while promoting debate among medical students. The Le Serment d’Augusta podcast was proposed as one of the various optional modules included in the second- to fifth-year curriculum at the School of Medicine of Sorbonne University (Paris). We asked students to report their lived experience of listening to the podcast. We then used a text-mining approach focusing on two main aspects: i) students’ perspective of the use of this educational podcast to learn about medical humanities; ii) self-reported change in their perception of and knowledge about core elements of healthcare after listening to the podcast. 478 students were included. Students were grateful for the opportunity to participate in this teaching module. They greatly enjoyed this kind of learning tool and reported that it gave them autonomy in learning. They appreciated the content as well as the format, highlighting that the topics were related to the very essence of medical practice and that the numerous testimonies were of great added value. Listening to the podcast resulted in knowledge acquisition and significant change of perspective. These findings further support the use of podcasts in medical education, especially to teach medical humanities, and their implementation in the curriculum.

Correlation analysis between sensory evaluation (QIM) and scientific evaluation during storage of mackerel

We evaluated the correlation between scientific and sensory tests frequently used to evaluate the quality of mackerel (Scomber japonicus). Sensory tests were performed using odor, color, texture, clarity and shape of the eye, and color of the gill, whereas the scientific test involved color difference, texture, volatile basic nitrogen (VBN) content, and pH. Evaluations were performed for 10 days of storage at 4 °C. The VBN content increased from 11.91 to 30.26 mg/100 g in the early spoilage stage. In terms of color difference, lightness showed the largest change. The texture values decreased, with hardness showing the sharpest decrease by day 3. The quality index method score was 0.15 at the start and 11.63 by the end of storage. The most remarkable increase was observed in odor, whereas eye turbidity showed no change. Among the scientific metrics, hardness and VBN content explained the sensory changes. Analysis of the correlation between sensory evaluation and scientific test showed that hardness, gumminess, VBN content, and chewiness had a higher correlation with the sensory indexes. The sensory evaluation index significantly changed when a scientific matrix was used. Overall, the quality of mackerel can be determined through sensory evaluation.

Preferences of Pre-service Teachers in the STEM (Science, Technology, Engineering, Mathematics) Education

<p style="text-align:justify">The aim of this study is to find out the preferences of students (150) in the first year of the study of the Preschool and Primary Education programme. The data was collected using a questionnaire in the first seminar focusing on science content (a course called Science Propaedeutics) to determine the preferences of pre-service teachers. The aim was to find out the (un)popularity of STEM (Science, Technology, Engineering, Mathematics) education covering the subjects of Biology, Physics, Mathematics, Technology and Chemistry in Slovakia. The results showed that students are interested in science education. The findings also showed that students prefer more biological topics (humans and plants) and less physics, chemistry, and mathematics. They also preferred topics that they knew from everyday life. The results revealed a negative correlation between students' concerns about teaching science in their future practice and their interest in science education. We found it necessary to connect the topics to everyday life and avoid mathematical calculations. So we can increase their interest in these areas/issues in the Science Propaedeutics course.</p>

The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms

AbstractThe emphasis on language and literacy in science education research has urged science teachers to include reading as an integral part of learning science. However, in US secondary schools, the percentage of students reading under grade level is high, and emergent bilinguals (EBs) are significantly represented among this group. While researchers across disciplines have proposed a number of prescriptive reading practices in science classrooms tightly aligned with instructional standards, few scholars have closely examined the starting point of reading instruction in science classrooms, and even fewer have focused on actual instruction for EBs in these classrooms. This study examines the nature of existing reading practices in science classrooms, with a particular focus on EBs. Using a qualitative multiple case study method, this study found significant mismatches between actual classroom practices and the ideal prescriptions about science reading instruction portrayed in educational standards and research. This study also found that teachers were battling numerous obstacles to implementing research/standards‐based prescriptions. With the implications of science reading instruction for EBs' language and science content learning, this article will contribute to developing reading instruction and practices grounded in real classrooms and improving the instructional environment for reading‐inclusive science classrooms.

Science Identity in Undergraduates: A Comparison of First-Year Biology Majors, Senior Biology Majors, and Non-STEM Majors

We argue it is important for everyone to possess basic scientific literacy for multiple reasons. Viewing oneself as a science person or not can impact one’s confidence and willingness to engage with science content thereby improving science literacy. Identifying as a science person may develop early but is not fixed and may shift through science identity work. We investigated science identity views between STEM (science, technology, engineering, and mathematics) and non-STEM majors and assessed whether these views may be influenced by science identity work. Our questions were as follows: (1) How does science identity perception differ between non-STEM and STEM majors? (2) How do non-STEM and STEM students’ perceptions of their science identity change over time? (3) How do non-STEM majors describe a science person compared to STEM majors? We surveyed first-year biology majors, senior biology majors, and non-STEM majors to address our research questions. We found significant shifts in science identity in non-STEM majors taking a general education lab science class pre-course and post-course, differences in agreement regarding science identity between groups, and differences in how a science person is defined among the groups. Our data suggest that instructors can scaffold and support students’ science identity work to increase confidence, STEM retention, and ultimately can improve overall scientific literacy.

Guided Drawing with Preschool Dual Language Learners in Head Start: Building Science Vocabulary and Content Knowledge

Drawing offers a way for young children to demonstrate what they understand about the world. This study reports on the findings from an eight-week intervention program called guided drawing designed to build vocabulary and content knowledge for dual language learners in Head Start settings. Four researcher-designed assessment measures were used to assess thirteen preschoolers’ vocabulary and concept knowledge at the receptive, expressive, and definitional levels in a pre/post-intervention design. Analysis of researcher-designed measures reveals positive changes in all vocabulary and concept knowledge areas targeted by the intervention. Thematic analysis of researcher–child interactions and drawing products indicates the guided drawing intervention provided opportunities and context for every participating child to explore new content and concepts related to science learning; reveal what they know; grow knowledge and vocabulary; reveal misunderstandings; and overhear and adopt new language.

Tweeting on thin ice: Scientists in dialogic climate change communication with the public

This study examines the dynamics of interactions between climate scientists and the public on Twitter, utilizing a combination of quantitative and qualitative methods. It explores scientists' tweets, public responses, and the factors influencing the "two-way" interactions and engagement with climate change issues. The findings indicate that scientists' personal disclosures and discussions of their professional lives significantly influence public engagement, particularly resonating with fellow scientists. Conversely, professional accomplishments often elicit more skeptical or critical responses from the public, highlighting the need for contextually relevant communication for lay audiences. Additionally, the study emphasizes the role of visual content, such as images and videos, in enhancing the accessibility and appeal of scientific information on social media. Furthermore, the current study uncovers a spectrum of public attitudes towards climate change, ranging from support to skepticism. It underscores the importance of acknowledging these diverse perspectives in climate communication. The use of humor and references to popular culture in public responses suggests an engaging and relatable approach to the topic. Ultimately, the study concludes that effective science communication on social media necessitates a nuanced understanding of audience perceptions, strategic utilization of visual elements, and a focus on fostering dialogic and participatory conversations, as argued by the public engagement with science (PES) model. This approach not only enhances public engagement with scientific content but also promotes broader civic awareness and participation in scientific dialogues about climate change, especially on social media platforms like Twitter.

Semantic precision: crafting RDF-based digital editions for unveiling the layers of historical correspondence

Abstract This article proposes that Resource Description Framework (RDF) technology is well suited for representing and storing inherently connected epistolary data. We justify this proposition by creating an RDF-based digital edition of the correspondence of members of the Bernoulli dynasty and Leonhard Euler and depicting the benefits this type of edition provides, which are hardly achievable otherwise. We describe the ontologies defined to fully represent letters and illustrate how we formulated letters’ historical, scientific content, rich with mathematical formulae, markups, figures, and references, as RDF statements to facilitate complex queries common in the humanities field. Next, we outline the tools we developed for presenting these editions in an efficient and user-friendly form, hiding the complexity of the data structure from non-technical users while offering sophisticated analysis features to explore atoms of knowledge and their relations. Additionally, since the citability and durability of the studied digital sources play a crucial role for scholars who publish research on the editions, we explain the steps we undertook to ensure the sustainability of the RDF-based editions and to offer persistent citation possibility.

21st Century Skills Oriented Science Learning Worksheets for Elementary Schools

The low learning outcomes of science in grade V elementary schools require educators to innovate in developing learning tools. This study aims to develop LKPD oriented toward 21st-century skills that are valid and effective. This research uses the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. This study took the subject of 21st-century skills-oriented LKPD media, while the objects of development research were media content validity, student responses, teacher responses, and media effectiveness. This study utilizes qualitative and quantitative descriptive analysis methods. The data collection methods were observation, interviews, and performance tests to assess student products. The instruments used to collect data were interview guidelines, rating scale sheets, and performance guidelines to assess student products. The results of the media validity test obtained scores from media experts of 0.90 and material experts of 0.92, student responses of 94%, and teacher responses of 98% with very good predicate/qualification. These results align with the study objectives to obtain valid and effective LKPDs. It is concluded that the 21st-century skills-oriented LKPD on science content is declared valid and effective in learning to improve the science learning outcomes of fifth-grade elementary school students.

Ethnoscience Study for Science Education Through The Process of Making Sopi Timor from Gewang Sap (Corypha utan Lamk.)

The Gewang plant (Corypha utan Lamk) is an endemic plant that grows in the dominant vegetation of Timor Tengah Selatan (South Central Timor Regency). Nira is obtained from the gewang tree (Corypha utan Lamk) by inserting the what flower stems and then stored in a container for further fermentation with a mixture of red oak (Saccharum officinarum Linn), the hanging roots of the chickpeas (Ficus benjamina), the stems of the schleichera (Schleichera oleosa), the stem of the beetle (Ziziphus mauritiana L.), and the forest stems. (Piper aduncum L.). This study aims to study and describe the process of making sopi timor and analyze the scientific concepts that exist in the process. Based on the results of the study of the production of this sopi timor, public knowledge of fermentation and separation of solutions can be used as one of the materials to teach science content in the classroom with a local cultural approach. In the relationship between ESD and a Merdeka curriculum, there is a similar pattern of teachers taking a role in studying science in a contextual way that can be sourced from local cultures. It is intended for students to engage in meaningful learning processes because the context of their learning is related to their daily lives. The results of this research can be used as recommendations in context-based chemistry, biology, and physics learning in accordance with the culture in the South Central Timor Regency.

Evaluation of Healthcare Workers Attitudes Toward Handling and Treating COVID-19 Patients in Diyala Governorate, Iraq

Background: In 2019, the World Health Organization (WHO) declared a global state of emergency due to the spread of the COVID-19 pandemic. Objective: This study aimed to determine the attitudes of healthcare workers in various Iraqi health institutions towards treating patients with COVID-19. Additionally, it aimed to identify the most important reasons behind preventing them from doing their job. Methods: Between Nov. 2021 to Dec. 2022, we conducted a self-administered cross-sectional survey of 207 healthcare worker participants. The data were collected using a questionnaire that included three parts. The first part included sociodemographic data, the second part aimed to assess the participants’ information concerning how they dealt with this pandemic, and the third part was designed to identify the participants’ attitudes. The statistic data were analysed by using (SPSS), 25.0/ IBM Crop., Armonk, NY. The scientific content of the questionnaire items was taken from the online literature as well as updated information on the WHO website. Results: The results study revealed that 135 (65.22\%) of the participants were willing to receive and treat COVID-19 patients in hospitals and private clinics. While 72 (34.78\%) of the study participants showed their unwillingness to treat infected patients. The most crucial reasons behind their reluctance were the fear of transmission of infection and the lack of protective equipment. Conclusion: The study concluded that the participants' willingness was good. This was indicated by their positive attitudes toward carrying out their medical duties and commitment to providing health care and treatment for COVID-19 patients. There is an urgent need to reduce psychological and physical stress as well as the pressures that health workers suffer from because they are facing large numbers of daily infections. This reduction is achieved via training, continuous education and equipping hospitals with the latest protective supplies to confront epidemics and pandemics.

Incorporating Sex-Diverse and Gender-Inclusive Perspectives in Higher Education Biology Courses.

Inclusive teaching is teaching in a way that reaches all students in the classroom; this is beneficial for everyone and particularly for those with minoritized identities. Instructors play a critical role in scaffolding how students are exposed to and learn science content in the classroom. In this manuscript we discuss how biology instructors can make their classrooms more inclusive with regard to sex and gender diversity content. Many topics in biology are based on androcentric, heteronormative, and oppressive framing, even though those lenses are more reflective of our own history and culture than they are of the diversity we see in nature. Here, we summarize information presented in the SICB 2024 workshop titled "Incorporating sex diversity and gender inclusivity in biology undergraduate classrooms" and provide instructors with a) rationale for why inclusive teaching matters, b) guidance on how to challenge unscientific views and make their curricula more sex-diverse and gender inclusive, and c) practical and easy-to-implement strategies for discussing "contentious" topics in the classroom. Incorporation of this material will be beneficial for students, for science and medicine, and for accurately representing the diversity found across the tree of life.

Development and Evaluation of a Software Designed by a Nursing and Technology Team to Assess the Health Status of Adults over 65 Years of Age.

This work sought to develop the Actuasalud platform as a useful tool for nursing that permits assessing health, in term of frailty, in population over 65 years of age. For the design and development of Actuasalud, two working groups were formed: one from nursing with different profiles, to identify the scientific content and a computer science group responsible for the software programming and development. Both teams adapted the scientific content to the technology so that the tool would allow for population screening with detection of health problems and frailty states. The software was developed in three large blocks that include all the dimensions of frailty: a: sociodemographic variables, b: comorbidities, and c: assessment tools of autonomy-related needs that evaluate the dimensions of frailty. At the end of the evaluation, a detailed report is displayed through bar diagram with the diagnosis of each of the dimensions assessed. The assessment in the participating elderly showed that 44.7% (n = 38) of the population was considered not frail, and 55.3%; (n = 47) as frail. Regarding associated pathologies, high blood pressure (67.1%; n = 57), osteoarthritis and/or arthritis (55.3%; n = 47), diabetes (48.2%; n = 41) and falls during the last year (35.3%; n = 30) were highlighted. Actuasalud is an application that allows nursing professionals to evaluate frailty and issue a quick diagnosis with ordered sequence, which helps to provide individualized care to elderly individuals according to the problems detected during the evaluation.

Anti-acute gastric ulcer resistance of Aurantii Fructus Immaturus juice processing Atractylodis Macrocephalae Rhizoma by regulating PTGS2, MAPK1, and KDR targets based on metabolomics and integrated network pharmacology analysis

Abstract Background Currently, traditional methods of treating acute gastric ulcer (AGU) have many drawbacks, necessitating an alternative therapy with fewer adverse effects. Atractylodis Macrocephalae Rhizoma (BZ) is known for strengthening the spleen and harmonizing the stomach. BZ processed with Aurantii Fructus Immaturus juice (ZSZBZ), a classic decoction since the Han Dynasty, can enhance the efficacy of BZ. However, the key active components and targets of action of ZSZBZ remain undiscovered. Aim of the study This study aimed to investigate the bioactive chemical constituents of ZSZBZ against AGU and their possible mechanisms of action, elucidating the scientific content of ZSZBZ processing. Materials and methods Initially, we examined rat stomach histopathology and conducted ELISA for oxidative stress and inflammation. Subsequently, we investigated underlying mechanisms using metabolomics. Further analysis of potent components and key targets in ZSZBZ was conducted through liquid chromatography-mass spectrometry analysis combined with network pharmacology. Finally, key targets were analyzed by Western blot. Results ZSZBZ improved gastric histopathology, reversing high alcohol-induced oxidative stress (SOD, CAT) and inflammatory level (TNF-α, IL-6) disorders. This is associated with ZSZBZ’s regulation of amino acid metabolism, energy metabolism, and inflammatory response-related metabolic pathways, along with key targets PTGS2, MAPK1, and KDR. The significant increase in potency of ZSZBZ may be attributed to elevated levels of naringenin, hesperidin, hesperidin, and rhamnoceroside after concoction. Conclusions Combining metabolomics and network pharmacology, this study elucidated that ZSZBZ enhanced gastroprotection by modulating amino acid metabolism, antioxidant, and inflammation-related targets and pathways, providing insights into the bioactive compounds and potential mechanisms of herbal concoctions.

Penerapan Model Discovery Learning Menggunakan Pendekatan Saintifik Untuk Meningkatkan Keaktifan Belajar IPA Peserta Didik Kelas V SDN 109/II Manggis Kabupaten Bungo

The learning process in the 2013 curriculum is carried out with students being the center of learning, so that students have a role to be able to be more active in the learning process. Natural Sciences (IPA) is learning content related to the process of searching for something systematically and in accordance with the results of discoveries. Science learning is not just about learning concepts, principles or mastery of knowledge in the form of facts, but in science it is known as the process of discovery. Based on the results of initial observations carried out at SDN 109/II Manggis Kab. Bungo on January 20 2022 obtained information related to the learning process in the science learning content in class V which was carried out at the school, which did not show that all students were actively involved in the learning process. The type of data used is Classroom Action Research (PTK) using qualitative and quantitative data. The subjects in this research were all students and teachers of class V at SDN 103/II Manggis, Bungo Regency, even semester of the 2023/2024 academic year. Data collection using interviews is a data collection technique carried out to obtain in-depth information from sources. Based on the results of the research, it shows that through the application of the Discovery Learning model with a Scientific Approach, it has a good impact on increasing students' learning activeness in science content, as can be seen from the increase in students' learning activeness in science from pre-action, namely by 23.07% until at the end of cycle II it increased to 84 .61%. Increasing students' learning activity occurs periodically from cycle I to cycle II by applying the Discovery Learning model syntax, namely stimulation, problem statement (problem identification), data collection, data processing, verification (proof) and generalization (drawing conclusions) and the Scientific Approach with the elements of observing, asking, collecting information/trying, reasoning/associating and communicating.

Review of Non-Fiction Science Picture Books for Pre-School Children

Science education in the pre-school period can use different methods and techniques. One such method is the Turkish language practice of non-fiction and fiction science picture books for children. It is thought that non-fiction science picture books are important in terms of developing children's scientific vocabulary. This study aimed to examine non-fiction science picture books for children selected from different publishers. The research was carried out using the document analysis method, a descriptive research model. In the study, data on 59 science-themed picture books selected from different publishing houses were collected through the Picture Story Assessment Scale and the Assessment List for Children’s Non-Fiction Science Picture Books developed by the researcher. According to the results of the research evaluating non-fiction science picture books for pre-school children using the Assessment Scale for Children’s Picture Books, all the books are at an adequate level; the most narrated non-fiction science picture books are preferred; and the problem-solving process is included in most of the books. The most common scientific content among the standard science fields, is life science, especially environmental and weather events. The number of scientific words used is sufficient and most of the books are suitable for science education. It is thought that the science-themed children's picture books selected according to the evaluation list included in this study will be beneficial in terms of realizing science education effectively. Suggestions are made in light of the research results.

Contradictions and roadblocks: a cultural-historical study of educators’ beliefs and practices in the teaching of science concepts to infants and toddlers

ABSTRACT Whilst there is a body of emerging literature related to science education for children aged 3 years and above, less is known about educators’ beliefs when planning for the teaching of science concepts to infants and toddlers in group settings. This paper discusses how educators working with children under 18 months of age talk about and plan for the teaching of science concepts. We undertook an educational experiment with 6 educators and 11 infants aged 1.1–2.0 years (mean 1.6 years). An analysis of the digital data of 18.1 h (5.2 h of adult-researcher data; 12.9 h of observations) revealed both roadblocks and contradictions in educators’ beliefs and practices when planning for infant and toddler learning of science concepts. Initial contradictions for educators include focusing on activities not concepts, following interests and not introducing science content, and a belief associated with developmental restrictions regarding if science concepts and science resources are relevant/safe for this developmental period. These were genuine blocks in shifting educators’ beliefs towards planning for the learning of science concepts. We found under the conditions of an intervention, these roadblocks were resolved, giving more opportunities for infant-toddler engagement in science learning.

Peningkatan Hasil Belajar IPA dan Bahasa Indonesia Tema 3 Melalui Problem Based Learning Berbantu Media Video di SD 4 Karangbener

This research aims to describe teacher skills, describe increasing science learning outcomes and improving Indonesian language learning outcomes using a problem based learning model assisted by video media on theme 3 Healthy Food.This research is classroom action research which was carried out in two cycles and each cycle consisted of three meetings. The subjects in this research were 5th grade students at SD 4 Karangbener, totaling 20 students. The variables in this research consist of the independent variable, namely the Problem Based Learning model and the dependent variable, namely teacher skills and learning outcomes. Data collection techniques use observation and test techniques. The data analysis technique uses descriptive data in the form of a percentage of teacher skills and mathematics learning outcomes.The research results showed that the application of problem based learning assisted by video media was able to improve teacher skills in cycle I, which obtained a percentage of 61% in the sufficient category and increased to 81% in the good category in cycle II. The application of the problem based learning model assisted by video media was able to increase science learning outcomes, increasing to 60% for minimum completeness with an average value of 71.8 in cycle I and increasing again to 75% for minimum completeness with an average value of 79.3 in cycle II and the application of the problem based learning model assisted by video media was able to increase Indonesian language learning outcomes, increasing to 65% for minimum completeness with an average score of 74 in cycle I and increasing again to 80% for minimum completeness with an average score of 82.5. Based on the research results, it is concluded that the application of the problem based learning model assisted by video media can improve teacher skills and learning outcomes for science and Indonesian language content.

Learning Video Innovation Based on Pancasila Student Profiles: Exploration of the Values of Historical Places in Margarana

Learning media is a tool or infrastructure used in learning activities and is useful in helping the teaching and learning process and increasing students' motivation to learn. This research aims to develop video media for teaching values based on Pancasila student profiles at the Margarana historical site for elementary school students. The test subjects for this research were material/content experts, design experts, learning media experts, and 28 students. This research uses the ADDIE development model, questionnaire and test data collection methods, quantitative descriptive data analysis techniques, and t-test inferential statistical analysis. The research results found that the design was a learning video and obtained a score of 90.90% with very good qualifications. The results of the expert test and user test showed that the media content expert test results obtained a score of 93.18%, the results of the learning design expert test obtained a score of 90%, the learning media expert test results obtained a score of 91.66%, the individual test results obtained a score of 90.96%, and the small group test results obtained a score of 90.00%, so this learning video received very good qualifications. It is worthy of use. The product effectiveness results were obtained from the t-test statistical test, namely t-count = 6.953. For db = 27 and a significance level of 5%, the t-table figure = 1.703. So, t-count > t-table, H0 is rejected, and H1 is accepted, meaning there is a significant difference in science learning outcomes before and after video learning media. Thus, the learning video media in this research is effectively used in the science content of my area material.