Science Courses Research Articles

The views and course practices of science teachers on the psychological resilience of students with learning disabilities

AbstractIt is crucial for students with learning disabilities (SLDs) to possess psychological resilience in order to pursue their careers as entrepreneurial individuals. One of the areas where entrepreneurship skills are taught in middle school is in science courses. This shows the importance of teaching psychological resilience in science courses. On the basis of this idea, the present study aims to determine the views and suggestions of science teachers on the psychological resilience of SLDs as well as the course processes they carry out in order to foster this trait. Individual and focus group interviews were conducted with 15 science teachers and observations were recorded with two science teachers. Interview and observation forms were developed, taking into account the indicators of the four dimensions of resilience: coping with stress, communication, assertiveness and problem‐solving skills. The study revealed that science teachers did not implement teaching processes to develop the psychological resilience of SLDs and that they considered themselves professionally inadequate in this regard. The science teachers suggested that activities based on learning by practice and experience, collaboration with different businesses and project‐based teaching could be effective in improving the psychological resilience of SLDs.

Essential Lecturer Competencies in English Medium Instruction: A Study Across Student Proficiency Levels

Identifying and developing competencies for English medium instruction (EMI) lecturers is crucial for enhancing the quality of EMI courses. This study, conducted in Japanese higher education, aimed to identify and categorize EMI lecturer competencies that students consider essential according to their varying English proficiency levels. Data were collected across 10 online and face-to-face EMI social science courses over three years and involved Japanese and international students ( N = 150). Key findings revealed that students slightly prioritized pedagogic competencies over lecturers’ linguistic abilities, highlighting that clear lesson planning, structured content delivery and fostering student interaction through learner-centred teaching methods are essential, regardless of students’ English proficiency. Meanwhile, linguistic clarity, particularly the use of accessible vocabulary and regular paraphrasing, emerged as crucial for effective instruction. Socio-emotional support, emphasizing empathy and addressing student anxiety, was identified as vital for fostering a conducive learning environment. Based on these findings, we propose a set of core lecturer competencies essential for effective teaching and learning in EMI social science courses.

AI-Based Applications Enhancing Computer Science Teaching in Higher Education

The incorporation of Artificial Intelligence (AI) in higher education has gained significant attention as it presents new opportunities to improve the teaching and learning process. This paper aims to analyze how AI applications can support the teaching and learning of computer science in higher education. By reviewing various scientific publications, this paper offers an in-depth analysis of how AI-driven tools and applications have been successfully integrated into computer science courses. Key AI applications considered include intelligent tutoring systems, assessment, performance prediction, academic management, educational innovation, and adaptive learning. These tools have been shown to increase student engagement, provide tailored instruction, offer timely feedback, and enable the scalability of high-quality education. Also, the paper addresses the challenges associated with AI in education, such as diversity of educational contexts, security and data privacy, algorithmic bias, and the importance of faculty preparation. This article emphasizes the transformative potential of AI to enhance computer science education in the context of higher education and identifies mechanisms for research and practice to take full advantage of AI capabilities in designing effective and inclusive learning environments, guided by a comprehensive synthesis of current research and case studies.

The 'us and them divide': A qualitative study of student experiences of global health education through the lens of 'inclusivity'.

The Global Health (GH) field is characterised by stark inequalities, including a strong over-representation of GH leaders from/trained in high-income countries (HICs). There are no empirical studies exploring how experiences of GH education in HICs could have a role in reproducing, or potentially challenging, these inequalities. We address this by qualitatively analysing student and alum experiences of a one-year GH Bachelor of Science course at a research-intensive UK university (April 2019 and April 2020). Drawing from educational literature, we mobilise the concept of inclusivity to access participants' course experiences, and the concept of 'tensionality' to situate the 'lived' context of the GH classroom. We also situate this context within broader theories of a Western or foreign 'gaze', the concept of 'cognitive' or 'epistemic' (in)justice and field of critical pedagogy. We find that the underpinning inequalities in GH, the ways in which communities that are the "object of study" are re-presented and their frequent absence (non-representation), creates a tension experienced by all students, regardless of their identities. However, the inclusive/non-inclusive dichotomy is not a simple one. GH education can be experienced as simultaneously empowering and alienating. The paper identifies the most promising curricular and pedagogic principles and concludes that GH educators must embrace the underpinning 'tensionality' of GH education. Whilst doing so is insufficient to resolve tensions and inequalities, it can enhance educational by modelling simple action to acknowledge cognitive injustice, gesturing towards pluriversality and engaging practically with the potential of the GH education sector to impact inequalities in the field.

The Greenhouse Effect: Using Student-Generated Agricultural Data to Warm Up Students for Data-Based Decision Making

This article describes a collaborative project across multiple institutions to compare two versions of a regression activity: (a) a website version that collected student data through an online simulation with corresponding apps for visualization and (b) a traditional paper handout version that had a static dataset. This allowed us to evaluate the differences in student learning and attitudes when students have a stronger connection with the data through an interactive—and hopefully fun—data-collection process than they do when they are given a worksheet with a pre-collected dataset. While student and instructor responses indicated they liked the activity in both formats, the PreTest and PostTest results showed evidence of a higher gain in knowledge with the website version. Finally, we discuss how the website version connects with pedagogical strategies for the development of modern statistics and data science courses.

Building students’ research skills in environmental science courses with research team-based learning

Research skills are required in studying environmental science because many environmental problems require analytical skills to find effective solutions. However, students’ research skills remain insufficient and need to be strengthened. This study investigates whether the research team-based learning (RTBL) model effectively develops students’ research skills in environmental science courses. This study used a sequential explanatory mixed method approach. A total of 119 students taking environmental science courses spread across 3 experimental classes, namely RTBL, research-based learning (RBL), and team-based learning (TBL) were included in this study. The research data were gathered using research skill questionnaires, research reports, and semi-structured interviews. This study’s findings show that the RTBL model is superior compared to the RBL and TBL models in strengthening students’ research skills in environmental science courses. The RTBL model can be utilized as an alternative effective learning model that assists students improve their research skills in environmental science courses.

Are medical school preclinical tests biased for sex and race? A differential item functioning analysis

BackgroundA common practice in assessment development, fundamental for fairness and consequently the validity of test score interpretations and uses, is to ascertain whether test items function equally across test-taker groups. Accordingly, we conducted differential item functioning (DIF) analysis, a psychometric procedure for detecting potential item bias, for three preclinical medical school foundational courses based on students’ sex and race.MethodsThe sample included 520, 519, and 344 medical students for anatomy, histology, and physiology, respectively, collected from 2018 to 2020. To conduct DIF analysis, we used the Wald test based on the two-parameter logistic model as utilized in the IRTPRO software.ResultsThe three assessments had as many as one-fifth of the items that functioned statistically differentially across one or more of the variables sex and race: 10 out of 49 items (20%), six out of 40 items (15%), 5 out of 45 items (11%) showed statistically significant DIF for Anatomy, Histology, and Physiology courses, respectively. Measurement specialists and subject matter experts independently reviewed the items to identify construct-irrelevant factors as potential sources for DIF as demonstrated in Appendix A. Most identified items were generally poorly written or had unclear images.ConclusionsThe validity of score-based inferences, particularly for group comparisons, requires test items to function equally across test-taker groups. In the present study, we found DIF of some items for sex and race in three content areas. The present approach should be utilized in other medical schools to address the generalizability of the present findings. Item level DIF should also be routinely conducted as part of psychometric analyses for basic sciences courses and other assessments.Clinical trial numberNot applicable.

Passive Acoustic Metamaterials for Low Frequencies—Theories, Types, Testing, and Future Directions

Metamaterials, engineered to exhibit unique properties, not found in natural materials, are a key focus of modern scientific research. Acoustic metamaterials are designed to manipulate or attenuate acoustic waves. Early designs of acoustic metamaterials show promising results in attenuating sound waves in medium and high‐frequency ranges but lack effectiveness for low frequencies. In recent years, there has been a shift toward the research of passive acoustic metamaterials, designed for low frequencies, with a trend toward additive manufacturing for ease of fabrication. Over 45 acoustic design theories have been reviewed, along with 112 low‐frequency acoustic metamaterials designed in the last 5 years. This comprehensive review ensures the validity and reliability of present findings and equips the knowledge to select the most appropriate acoustic theory, metamaterial type, and testing standards for analyzing metamaterial. The article also discusses computational methods in the design process and compares various existing metamaterial designs and their applications in areas like environmental noise reduction, sound isolation, and other health‐related applications. Finally, it reviews testing methods for experimental verification of acoustic metamaterials. This article aims to steer the future course of metamaterial science by integrating a wide range of research, instilling confidence in the validity and reliability of present findings.

Comparative Analysis of the 2018 and 2024 Science Curricula about Environmental Topics Based on Bloom’s Taxonomy

Purpose: The aim of this study is to comparatively examine the science curricula of 2018 science course and The Century of Türkiye Education Model’s science course according to Bloom's taxonomy in the context of environmental issues. Design/Methodology/Approach: In the study, the document analysis method, which is one of the qualitative research data collection methods, was used. In the process of selecting the Science curricula published in 2018 and 2024 to be compared in the study, the Science Curricula approved by the Board of Education was taken as the data source. The data were analysed using the content analysis method. Findings: There were a total of 30 learning outcomes in the context of environmental issues in the 2018 science curriculum and a total of 61 learning outcomes in the 2024 science curriculum. In the 2024 science curriculum, it was noteworthy that the number of learning outcomes increased and learning outcomes were also included in the recall and evaluation stages. It is very important that the objectives in the "environment" subjects, especially in the application, analysis and evaluation stages, are more than the 2018 curriculum in order for individuals to transform their knowledge into behavior.

Storm Peak Laboratory: A Research and Training Facility for the Atmospheric Sciences

Abstract Storm Peak Laboratory, located on the Steamboat Springs Ski Resort in Colorado on the west summit of Mount Werner at 10,532 ft (3220 m) ASL, is an internationally recognized high-elevation atmospheric research station that has been in use for over 40 years. This article provides a brief history of the Storm Peak Laboratory and the major research themes it has supported and discusses opportunities to leverage mountain observatory measurements to advance our understanding of the atmospheric processes. This facility provides long-term measurements of meteorology, clouds, aerosols, snow hydrology and atmospheric gases, and serves as a “proving ground” for instrument development and testing. Storm Peak Laboratory is part of multiple national and international observational networks. Due to the unique capabilities of Storm Peak Laboratory, there is a long history of targeted field campaigns primarily within the following research areas: mixed phase cloud microphysics, atmospheric chemistry pertaining to the formation, characterization, and hygroscopicity of aerosols; and transport and transformation of atmospheric mercury. Research training has been central to the mission of SPL over the last 40 years. Currently, SPL hosts both undergraduate and graduate level courses in atmospheric science and snow hydrology organized by numerous institutions. Examples of these unique research training opportunities are provided.

Empowering library and information science students as information literacy educators in librarianship professions: a study from Bangladesh

Purpose The purpose of this study is to develop a novel guided inquiry-based pedagogical practice embedded into regular library and information science (LIS) courses to improve LIS students’ information literacy (IL) in a developing country. Design/methodology/approach A guided inquiry-based pedagogical practice for IL instruction was introduced and embedded into two regular courses in an LIS school. The effectiveness of the new approach was evaluated in a longitudinal pre-test- and post-test-based teaching intervention with a control group. Findings All aspects of IL skills improved among the students participating in the teaching intervention showcasing the benefits of the inquiry-based pedagogical practice. In addition, the students in the intervention group learned the course subject content more in depth than students in the control group. However, no consistent learning benefits were achieved in IL knowledge, and only sporadic associations were found between IL knowledge and skills. Originality/value This study breaks new ground in IL teaching intervention in LIS schools. To the best of the authors’ knowledge, it is the first to apply an inquiry-based approach, embed teaching into more than one regular course, collect pre-test and post-test data to evaluate learning outcomes in IL knowledge and skills and control learning outcomes in subject contents.

Engineered Prompts in ChatGPT for Educational Assessment in Software Engineering and Computer Science

AI Assess, a ChatGPT-based assessment system utilizing the ChatGPT platform by OpenAI, composed of four components, is proposed herein. The components are tested on the GPT model to determine to what extent they can grade various exam questions based on learning outcomes, generate relevant practice problems to improve content retention, identify student knowledge gaps, and provide instantaneous feedback to students. The assessment system has been explored using software engineering and computer science courses and is successful through testing and evaluation. AI Assess has demonstrated the ability to generate practice problems based on syllabus information and learning outcomes. The components have been shown to identify weak areas for students. Finally, it has been shown to provide different levels of feedback. The combined set of components, if incorporated into a complete software system and implemented in classrooms with proposed transparency mechanisms, has vast potential to reduce instructor workload, improve student understanding, and enhance the learning experience. The potential for GPT-powered chatbots in educational assessments is vast and must be embraced by the education sector.

The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy Through Guided Self-Reflection

This literature review (n = 30) examines the potential of exam wrappers to rapidly improve student learning in higher education. Exam wrappers, introduced as pre- and post-test reflection prompts (though widely varied), encourage students to engage in self-assessment and self-regulated learning (SRL). The vast majority of studies exclusively involved Science, Technology, Engineering, and Mathematics undergraduate courses. Both quantitative and qualitative methodologies were implemented, but only five were randomized control trials. Findings indicate that exam wrappers can lead to improvements in metacognition, SRL, and academic achievement, particularly when coupled with SRL training. While the magnitude of these positive effects can vary depending on the academic context and student characteristics, there is evidence exam wrappers hold significant promise for enhancing teaching and learning. Future research should focus on refining exam wrapper design for varied contexts, documenting fidelity, and conducting rigorous studies across diverse disciplines to better understand their impact and optimize effectiveness.

Exploratory factor analysis of a precollege quantum information science and technology survey: exploring career aspiration formation and student interest

The present study examined student outcomes from a quantum information science and technology (QIST) summer outreach program for U.S. secondary students. The program focused on foundational principles and skills from classical physics, quantum physics, and quantum computing. Students’ attitudes towards QIST learning and careers were measured through a pretest/posttest research design. Exploratory factor analysis was utilized to identify latent attitudinal themes, followed by comparisons of means to measure changes in these factors and analysis of covariance to assess whether these changes were related to student demographics and prior academic coursework. Two latent themes were identified: (1) QIST career aspiration formation and self-concept, and (2) QIST interest and behavioral intentions. Results indicated that students improved their QIST career aspiration formation and self-concept with a medium to large effect size, yet their QIST interest and behavioral intentions were unchanged. These results were independent of student demographics (gender, ethnicity, grade level) and prior mathematics and computer science course enrollment; however, students who had previously taken chemistry and physics were more likely to improve QIST career aspiration formation and self-concept. Students also increased their intention to take four years of elective mathematics and science with a small effect size. These results suggest that early exposure to QIST principles, skills, and applications may increase students’ consideration of related careers and academic coursetaking plans; however, their interest in QIST may be independent of career aspiration formation. Further research is needed to measure attitudinal sub-domains that may be influenced by early QIST education and specific programmatic elements.

Effects of Questioning Method in Management Science Course to Promote Critical Thinking Ability for First-year Students in Zhengzhou University of Science and Technology

Background and Aims: This experimental research aimed to 1) Compare the students' critical thinking ability in management learning before and after learning through the Questioning Method; 2) Compare students’ critical thinking ability after learning through the Questioning Method with the criterion determined of 70 Percent of full score. 3) Assess the student’s satisfaction after learning through the Questioning Method. The sample for this study was 30 freshman students majoring in management science at a university in Henan Province, People's Republic of China. Which was derived from the questioning method. The research instruments were as follows: 1) Eight lesson plans using the questioning method. 2) A critical thinking ability test with reliability is 0.826. 3) Student satisfaction questionnaire with the reliability of student satisfaction is 0.964. After collecting and organizing experimental data, use software for data analysis. The statistics used for data analysis are the mean, standard deviation, and paired sample t-test of the sample. Materials and Methods: The population of this study is 180 early childhood students (6 classrooms), who were enrolled in English courses. The sample of this study is 30 early childhood students (1 classroom) of JinshanXinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Data was collected through listening rubrics and speaking rubrics and SPSS software was used to analyze the collected data, the data used for analysis were the mean value of samples, standard deviation, and single sample t-test. Result: The results showed that 1) Critical thinking ability test scores of the students after learning through the questioning method (M= 22.60, S.D. =4.26) were higher than before Learning (M= 16.97, S.D. =4.12) at a statistically significant level of 0.01. 2) The critical thinking ability test scores of the students after learning through the questioning method were higher than the determined criterion of 70% at the 0.05 statistical significance level (M= 22.60, S.D. =4.26). 3) After learning through the questioning method, students’ satisfaction was at a high level (M=4.59, S.D. = 0.54). Knowledge gained from this research is that using a questioning method which consists of 3 stages and 3 steps of teaching, can effectively improve critical thinking ability test scores of the students, stimulate students' interest in learning, develop students' independent learning ability, and meet their personalized learning needs. It is a new trend in the future of education. Conclusion: According to the research results, we can draw the following conclusions: The average score and standard deviation of the students of 1 major in university who adopted the questioning method were higher than the standard of 70% at the level of statistical significance of 0.05. The questioning method can enhance the students’ Critical Thinking Abilities.

STEM‐themed pathways within elementary preservice methods coursework: Benefits and challenges associated with designing and implementing integrated STEM projects

AbstractWith the rapid advancements in science and technology, there is a growing emphasis on preparing high‐quality elementary science teachers with a deeper understanding of integrating Science, Technology, Engineering, and Mathematics (STEM) disciplines into their classrooms. Despite ongoing reform efforts of rethinking ways in which preservice elementary teachers (PSTs) are currently prepared, STEM is not always the central focus of their training programs. This article highlights the STEM pathways threaded throughout the concurrent elementary science, mathematics, and technology methods courses within a dedicated STEM semester. This approach allows PSTs to experience integrated STEM directly. Specifically, we discuss PSTs' planning and implementation of integrated STEM projects that explicitly blend multiple STEM disciplines to design solutions to problems situated within a local context under the theme of sustainability. The practicum experience played a pivotal role in helping PSTs realize the benefits and challenges associated with teaching STEM. Drawing from PSTs' written reflections, we provide evidence of how varied STEM engagements enhance their knowledge of STEM integration and shape their perceptions of successes and challenges associated with STEM teaching. Finally, we offer implications for practice and recommendations for future teacher educators to reshape elementary education programs to better integrate STEM.

Generative AI for Data Science 101: Coding Without Learning to Code

Should one teach coding in a required introductory statistics and data science class for non-major students? Many professors advise against it, considering it a distraction from the important and challenging statistical topics that need to be covered. By contrast, other professors argue that the ability to interact flexibly with data will inspire students with a lasting love of the subject and a continued commitment to the material beyond the introductory course. With the release of large language models that write code, we saw an opportunity for a middle ground, which we tried in Fall 2023 in a required introductory data science course in our school’s full-time MBA program. We taught students how to write English prompts to the artificial intelligence tool GitHub Copilot that could be turned into R code and executed. In this short article, we report on our experience using this new approach.

The ChatGPT Fact-Check: Exploiting the Limitations of Generative AI to Develop Evidenced-Based Reasoning Skills in College Science Courses.

Generative large language models (LLMs) like ChatGPT can quickly produce informative essays on various topics. However, the information generated cannot be fully trusted as artificial intelligence (AI) can make factual mistakes. This poses challenges for using such tools in college classrooms. To address this, an adaptable assignment called the ChatGPT Fact-Check was developed to teach students in college science courses the benefits of using LLMs for topic exploration while emphasizing the importance of validating its claims based on evidence. The assignment requires students to use ChatGPT to generate essays, evaluate AI-generated sources, and assess the validity of AI-generated scientific claims (based on experimental evidence in primary sources). The assignment reinforces student learning around responsible AI use for exploration while maintaining evidence-based skepticism. The assignment meets objectives around efficiently leveraging beneficial features of AI, distinguishing evidence types, and evidence-based claim evaluation. Its adaptable nature allows integration across diverse courses to teach students to responsibly use AI for learning while maintaining a critical stance.

“I Wish There Was a Way to Share”: The Changing Campus Ecologies Around Community College Life Science Courses

ABSTRACT We present a case study of changing campus ecologies for students in life science courses at an urban community college. Through analysis of six surveys (n = 583) over a three-year period, we note how changes in students’ coursework affect their virtual and physical developmental ecologies. Students’ abilities to access peers for academic and social support declined and rose relative to social distancing activities, but upon return even when students could identify accessible peers, they expressed a lack of knowledge for how to form social and academic relationships on campus. Changes in social-distancing policy shaped students’ access to socio-academic integrative moments. Students expressed appreciation for their instructors during the transition to online learning, but encountered a number of social and technical roadblocks to participating effectively. Competing demands on their time, lack of access to the internet and digital tools, constraints produced by digital tools like proctoring software, and a general frustration with the amount of “screen time” that the transition required all undermined students’ formation of learning communities. The lack of third spaces – publicly accessible space that is neither home nor work – created a challenge for students who could not demarcate academic space in their homes. Among life science students were a considerable number who worked in health sciences, a field where pandemic-related burnout was considerably higher. Many of these students expressed plans to slow down their education or leave community college entirely. We identify implications for practice including strategies for instructors to foster community in their classroom.

A Pilot Case-Study of Using Instructional and Demonstration Videos as a Supplementary Tool for Learning in an Exercise Science Course at a Minority-Serving Institution

Lecture recording is a practice several programs and courses (virtual and face-to-face) are employed to allow for students to have access to live self-paced lectures, to provide an additional study tool, and at times, recordings are provided as a source of engagement. Universal software programs such as Echo 360 allow instructors to record and monitor student engagement with video content such as view time. Research has explored student use of lecture recordings; however, this project explores how accessing the videos influenced the student aside from gaining content knowledge. Instructional and demonstration videos were included as supplemental materials within content-based modules on the learning management platform at the institution. Seventeen students were enrolled in the upper-level undergraduate exercise science course and had immediate access to the recordings. Situational motivation was analyzed and reported. On average, at mid-term and the final point in the semester, students were extrinsically motivated when choosing to watch the recording(s), however, positive shifts towards intrinsic motivation were noticed along the continuum of motivation. The significance of the change in motivation was not explored. This pilot case study recommends the addition of active assignments with supplementary materials such as relevant video instructions and demonstrations to guide students in understanding and applying hands-on concepts in upper-level exercise science programming courses to mentally prepare students for undergraduate internships in the field.