Science Courses Research Articles

The Impact of Project-Based Learning through Integrating the Use of Technology in Computer Science Courses on Students' Acquisition of Programming Skills

The Impact of Project-Based Learning through Integrating the Use of Technology in Computer Science Courses on Students' Acquisition of Programming Skills

Activities and Opinions of Science Teacher Candidates on Ecological Citizenship

Teachers undertake important tasks regarding awareness of the environment and raising ecological citizens. In particular, science courses include ecological issues, and science teachers are more responsible for being practitioners of these courses. The purpose of this study is to determine pre-service science teachers' views on ecological citizenship, rights of nature, ecological constitution, participation, responsibility, sustainability, rights and justice, which are the features of ecological citizenship. In line with this purpose, the study uses phenomenological design, which is a qualitative research method. The study group of the research is composed of 21 science teacher candidates, except for senior year students, attending the education faculty of a state university in a large city in the Black Sea region in 2020-2021 academic year. Descriptive analysis method was used in the analysis of the interviews. According to the findings of the study, science teacher candidates thought individuals must first be aware of nature rights and their responsibilities to nature in order to qualify as ecological citizens. It was found that teachers thought all the creatures living in nature, just like humans, have the right to live. They also thought that the protection of nature should be secured by certain laws and rules. In this respect, environmental education programs applied from pre-school to university are recommended to be reexamined in terms of ecological citizenship.

Evaluation of cooperative learning in science education: A mixed-meta method study

The aim of this study is to reveal the effect of cooperative learning method in science education on academic achievement with mixed-meta method. For this purpose, various national and international databases were searched, and among 81 articles and 37 theses covering the period between 2001 and 2022, 46 articles and 31 theses that included pre-test-post-test data and included the statistical information required for experimental or quasi-experimental analysis were preferred for meta-analysis. The effect size of 77 studies included in the analysis was found to be <i>g </i>= 1.070 and it was seen that the cooperative learning method in science education had a positive and large effect on academic achievement. On the other hand, as a result of the meta-thematic analysis, it was determined that the cooperative learning method increased academic achievement due to the meaningful and permanent realisation of learning. In addition, thanks to the activities in which the student plays a central role, it is understood that it develops positive attitudes towards the science course depending on the results such as making the course enjoyable and fun, making it popular and interesting; it is effective in gaining 21<sup>st</sup> century skills such as creativity, communication and cooperation, productivity and entrepreneurship. It is thought that examining the effects of cooperative learning method in science education with mixed-meta method will contribute to the literature by providing comprehensive results on the subject.

Development of an Achievement Test for the 6th Grade Sound and its Properties Unit

In this study, it was aimed to develop an achievement test taking into account the subject acquisitions of the sound and properties unit in the sixth-grade science course. In the test development phase, firstly, literature review for the study was conducted. Then, 30 multiple choice questions in align with the subject acquisition in the 2018 science curriculum. This 30-question test was presented to opinion of three academicians and a science teacher for the validity of the test. Necessary adjustments were made in line with the opinions of the experts. Subsequently, the draft test, modified according to the experts’ feedback, was applied to a total of 300 seventh-grade students. After the analysis, the number of questions in the test was reduced to 27. As a result of item analysis, mean difficulty index value of the test was 0.41, and item discrimination indexwas 0.49. The reliability analysis for the developed test was found 0.92 by calculating the KR-20 reliability coefficient value. By considering, the validity and reliability analysis results, it was concluded that the final version of the developed test, grounded in Bloom’s Taxonomy, is a valid and reliable test with different difficulty levels.

Analisis Klasifikasi Konsentrasi Mahasiswa Menggunakan Algoritma K-Nearest Neighbor

Hamzanwadi University located in West Nusa Tenggara boasts a Faculty of Engineering, which plays a pivotal role in delivering top-notch higher education. This faculty offers four highly coveted programs—Informatics Engineering, Information Systems, Computer Engineering, and Environmental Engineering—that attract a significant number of students. The increase in enrollment in these programs underscores the faculty's success, particularly owing to the promising job opportunities in these fields. Nevertheless, students often encounter intricate challenges when selecting their area of specialization that resonates with their interests and capabilities. In addressing this concern, the Faculty of Engineering at Hamzanwadi University provides diverse concentration options like Data Science, RPL, and Multimedia. To aid students in making informed decisions regarding their study concentration, this study employs the K-Nearest Neighbor (KNN) algorithm to analyze the classification of student concentrations. This research adopts an experimental approach and utilizes data collection methods such as observation, interviews, and surveys. The dataset comprises seven attributes including NIM, Gender, GPA, Data Science Course Grade, RPL Course Grade, and Multimedia Course Grade, processed using the KNN algorithm through Google Colab. The research outcomes reveal that with k=2 and 8-fold cross-validation, the achieved accuracy stands at 67%.

STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: a four-frames model analysis

Academic departments have been highlighted as key targets to sustainably transform the learning environments of postsecondary science, technology, engineering, and mathematics (STEM) courses in the United States. Despite STEM department chairs playing a critical role in shaping their unit, few studies have characterized how chairs view the teaching culture within their department and how cultural features influence instructional change. This study addressed this gap by applying the four-frames model for organizational change to analyze interviews conducted with 14 STEM department chairs at one research-intensive institution in the United States. The department chairs identified several challenges to supporting and advancing teaching culture. These challenges were mostly related to the structures and symbols frames and included an institutional emphasis on research over teaching, inadequate methods to evaluate effective teaching, and weak teaching feedback mechanisms available to faculty. The chairs also described how they leverage their power to affect people and thereby influence the teaching culture. For example, they strategically position teaching as an important aspect of the departmental culture during hiring processes and elevate certain groups of faculty who have demonstrated interest and efficacy in teaching. This study contributes to the literature by providing a rich description of the teaching culture in STEM departments at a research-intensive institution from the perspective of department chairs. This unique focus on department chairs helps identify opportunities for instructional reforms that are grounded in the reality of the departmental environment and provides a framework for considering how change might occur in STEM departments at research-intensive institutions. The opportunities identified emphasize the importance for department chairs to consider and leverage all four frames to enact instructional change.

Examination of studies on artificial intelligence and chatbots in the context of secondary school science course: content analysis

This study aims to investigate the applications of artificial intelligence and chatbots in secondary school science lessons through descriptive content analysis. Using a qualitative case study approach, 20 theses from YÖKTEZ database and 10 international articles from Google Scholar were analysed, focusing on chatbots in science education. The results of the analysis revealed a notable increase in AI and chatbot-related theses between 2012 and 2023, especially in the last two years, highlighting the growing interest in e-learning and AI in STEM fields. Positive effects on student and teacher attitudes towards STEM education have been widely reported. However, besides the limited number of international studies, the discovery of only one secondary school thesis on chatbots unrelated to Science in Turkey points to a significant research gap in AI and chatbot integration into Science education. Addressing this gap may improve the application of AI and chatbot technologies in science teaching and reveal the need for further research to explore their potential benefits and applications in educational settings.

Faitatala as a Teaching Tool in Science: Contextualizing the Teaching of Science in Samoa

International literature states that the emphasis of science education should be on inquiry learning, where students are encouraged to construct meaningful understanding of scientific concepts through the use of contextualised instructional strategies. In this paper, the author reports on the findings about the use of faitatala as a contextualised instructional tool in the teaching and learning of science in Samoa. Faitatala in this paper specifically highlights two fundamental processes that are relevant to science education in Samoa. The first explores the processes of faitatala (including active listening and speaking) while the second emphasizes the presentation of information. This paper evolved from recent studies in Year 12 chemistry classrooms which formulated the foundation for this study. Learning is an active participation in class activities, active listening and reflective practices supported by constructive and contextualised instructional strategies (Suaalii & Bhattacharya, 2007; Suaalii, 2013) and positive learning environments (Suaalii, 2021). Therefore, this study explored the implementation of a science course (HTE580) at the Faculty of Education, National University of Samoa. Through interviews and talanoa sessions, the research participants shared their perspectives about the use of the faitatala method in the teaching and learning of science. The findings identified constructive and reflective perceptions about the faitatala method as a teaching tool for science.

Implementation of Project-Based Learning in Social and Human Sciences Course for First Year Students in Dentistry in Morocco

The purpose of this study was to report on the experience of using Project-based learning (PBL) in the human and social sciences course taught to first year students in dentistry at the Euro-Mediterranean University of Fez. The assessment method involved self-assessment using a questionnaire. The course plan used PBL methodology in face-to-face format as well as asynchronous meetings via Moodle®. The findings showed that students were satisfied while experimenting PBL which creates a dynamic learning environment. Based on the findings, we suggest an innovative neuropsychological framework of PBL encompassing socio-cognitive, socio-emotional and metacognitive domains. Such learning enhances students' understanding of human sciences applied to dentistry, develops critical thinking skills, promotes collaboration, and prepares them for clinical practice.

“When does human life begin?” teaching human embryology in the context of the American abortion debate

The Dobbs decision of the United States Supreme Court and the actions of several state legislatures have made it risky, if not outright dangerous, to teach factual material concerning human embryology. At some state universities, for instance, if a professor's lecture is felt to teach or discuss abortion (as it might when teaching about tubal pregnancies, hydatidiform moles, or eneuploidy), that instructor risks imprisonment for up to 14 years (Gyori, 2023). Some states' new censorship rules have thus caused professors to drop modules on abortion from numerous science and humanities courses. In most states, instructors can still teach about human embryonic development and not risk putting their careers or livelihoods in jeopardy. However, even in many of these institutions, students can bring a professor to a disciplinary hearing by claiming that the instructor failed to provide ample trigger warnings on such issues. This essay attempts to provide some strategies wherein human embryology and the ethical issues surrounding it might be taught and students may be given resources to counter unscientific falsehoods about fertilization and human development. This essay provides evidence for teaching the following propositions.Mis-information about human biology and medicine is rampant on the internet, and there are skills that can be taught to students that will help them determine which sites should trusted. This is a skill that needs to be taught as part of science courses.

Needs Analysis and Design of a Master’s Level Academic Reading Course in English

This article reports an English language needs analysis of Colombian Social Science master’s students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of Reading Research Articles in the Social Sciences course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

Relevant factors and the student profile that result in dropout in higher education: A case study at the Federal Institute of Espírito Santo campus Itapina

School dropout consists of the definitive departure of the student without completing his or her original course. This work aimed to discuss reasons that led students between the years 2014 and 2016 to drop out of the higher education course of Agricultural Sciences at the Federal Institute of Espírito Santo. This research focused on investigating possible reasons for dropout that may be internal, that is, linked to the institution or linked to the personal situations of former students. Exploratory research of a qualitative nature was chosen, using tools for data collection and analysis quantitatively and qualitatively, in addition to the methodology of participatory observation. In the technical procedures, a questionnaire with objective questions was applied, based on a questionnaire used to measure the dropout of students from the institution. According to the answers obtained, it was inferred that the main reasons that led the students to drop out were the lack of recognition of the teaching profession, dissatisfaction with the contents and chosen course, dissatisfaction with their own academic performance, among others. It is necessary to emphasize that some of the above-mentioned answers disagree when taking into account that the highest dropout rates occur in the first semesters, showing that little persistence or support for the student in permanence in the course can also be a determining factor.

THE IMPORTANCE OF AUGMENTED REALITY (AR) MEDIA TO INCREASE INTEREST IN LEARNING AT PRIMARY SCHOOLS

A response to the transformation in education is learning media. In order to adapt to changes in education, learning media innovation is a calculated move. Increasing student engagement and learning outcomes is influenced by the continuous development of educational media. It is expected that the integration of Augmented Reality (AR) technology into natural science instruction will improve scientific literacy, especially for elementary school pupils. Three-dimensional media makes the approach more flexible, engaging, and creative by using different items as target markers. Investigating and evaluating the use of Augmented Reality (AR) media in elementary school natural science instruction is the goal of this project. A literature review is the research methodology used, and data gathering is done using a literature study strategy. Learning outcomes and student attention have been demonstrated to be greatly enhanced by the development and application of augmented reality (AR) media in a variety of natural scientific courses. Among these subjects are the diets of animals, ecosystems, plants, and animals that go through full metamorphosis. Students are able to develop their creative faculties, assess their emotional intelligence, and grow more cooperative and competitive with their peers as a result.

Exploring the Relationship between Digital Literacy Skills and Student Success in Online Science Courses in Indonesia

Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. Unique Contribution to Theory, Practice and Policy: Theoretical framework, technology acceptance model (tam) & community of inquiry framework may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Institutions should integrate digital literacy training into science curricula from early educational stages to higher education. Advocate for the development and adoption of national or institutional standards for digital literacy in education.

Investigating the Role of Self-Regulated Learning Strategies in Online Bachelor’s Degree Completion Rates in Ghana

Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. Unique Contribution to Theory, Practice and Policy: Social cognitive theory, control-value theory of achievement emotions & cognitive load theory may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Educational institutions should integrate explicit SRL instruction into online curriculum design. Policymakers should develop guidelines and standards that promote the integration of SRL strategies into online education policies.

Reflections: enhancing critical thinking in science education by implementing philosophy elements into training.

In this work, I describe the trajectory of philosophy and science as separate disciplines from their early days as quite overlapping fields to their clear divergence in the latest centuries. From personal experience, I discuss the benefits of exposure to philosophy and closely related courses in undergraduate studies and bring to the forefront the positive aspects of integrating philosophy of science courses in graduate science, technology, engineering, and mathematics (STEM) curriculum. I also briefly offer some additional steps institutions can take to foster unity between areas of science and philosophy by incorporating interdisciplinary activities.

Effectiveness of multimedia-based teaching on the learning rate of anesthesia technologist students in the field of central venous pressure monitoring: A comparative study.

Traditional teaching methods alone are no longer sufficient to meet the needs of modern societies. This study aimed to compare the effectiveness of central venous pressure teaching through multimedia and lecture method on learning rate of anesthesia technologist students. In this quasi-experimental study, 41 undergraduate students of anesthesia technologist were selected through the census method and randomly divided into two groups: multimedia- and lecture-based teaching. The educational content was the same for both groups and was taught by the same educator. A pre-test was administered to both groups, and a post-test was conducted two weeks after the intervention. The data were analyzed using descriptive statistics, independent t-test, and paired t-test with SPSS software version 26. Before the intervention, there was no significant difference in the mean scores between the two groups (P = 0.648). However, after the intervention, the learning rate significantly improved in both teaching methods (P < 0.001). Furthermore, the mean scores obtained from post-test increase in the multimedia-based group were significantly higher than the lecture-based group (P = 0.004). The results of this study indicate the effectiveness of both methods. However, considering the advantages of multimedia-based teaching, such as responding to various learning styles and higher mean scores obtained from post-test of the multimedia-based group compared to the lecture-based group, it is recommended to utilize this teaching method in medical science courses.

Undergraduate Students’ Confidence in Scientific Activity and Support Systems Based on Diversity in an Environmental Science Course

Undergraduate student support systems and individual confidence in science courses have been linked to better academic performance among college students. As the topics of diversity and inclusion continue to draw the attention of the collegiate, the problem of equity surrounding supportive learning environments for all races in higher education comes into focus. This paper adds to the literature by highlighting the importance of adequate support for students in collegiate settings. Disparities in student support and confidence with scientific activities among students of color (SOC) and white students in an undergraduate environmental science course had been evaluated. Students (n = 235) were asked to complete a Qualtrics survey containing questions focused on evaluating support from parents, siblings, close relatives, friends, peers, classmates, and professors and confidence regarding self-efficacy in learning and doing scientific activities. The perceived support and confidence in scientific activities in white students and SOC were measured using an independent T-test. The findings demonstrated that white students may have had access to stronger support systems and had higher perceived confidence levels in completing scientific activities based on survey responses. On average, white students had greater perceived support and more confidence. As a result, higher dropout rates, lower performance overall, and alienation of these students in higher education environments could occur. If this trend continues, racial discrepancies suggest that students of color need stronger support networks related to scientific activities in higher education settings. KEYWORDS: Student Support; Student Scientific Confidence; STEM Confidence; Students of Color; Academic Support; Undergraduate Student; Family Support; Student Peers

INTERACTIVE VIRTUAL COMPARISON OF PURE AND ALLOY CRYSTAL STRUCTURES IN MATERIAL SCIENCE LESSONS

Visualizing something invisible to the naked eye, such as the crystal structure of a material, presents a significant challenge in understanding the field of material science. Thus, this project aims to develop an augmented reality (AR) mobile application that can visualize and compare the crystal structure of pure and alloy metals to assist in understanding material science. AR is used to integrate real-world data with computer-generated content to provide an interactive approach that goes beyond traditional methods. The models of the crystal structures are generated using SolidWorks software and then integrated into Unity software to blend the structure into the real-world application. Next, Vuforia software is used to make AR accessible on mobile phones. As a result, ‘Crystal View 1.0’ is developed and ready to use on students’ smartphones. The application offers a mixed reality view, enabling the real-time visualization of the crystal structures and detailed descriptions. 81% of mechanical engineering students taking material science courses are interested in using AR to learn crystal structure. In conclusion, the application can help students visualize and differentiate the crystal structures of pure and alloy metals interactively with real-world applications, thereby boosting the motivation of science students to learn material science.

The Students’ Perception Towards Teacher Code Switching in Teaching English as Foreign Language at STISIPOL Candradimuka Palembang

The purpose of this study is to ascertain how students at STISIPOL Candradimuka Palembang feel about teachers using code switching when teaching English. The study sample consisted of 37 students from the Social Welfare Science course. The Qualitative survey research design was applied in this study. The questionnaire was spread to the students as the research instrument to investigate students’ perception. The result of the questionnaire was analyzed by using the Likert scale to know the degree of agreement and disagreement. The study's findings demonstrated that students had a positive perception of teachers who code-switch between Indonesian and English because it makes learning the language more fun and motivates them to try having conversations in it.