Development Of Scientific Thinking Research Articles

Strategies for Activating Independent Learning Activities of Students in Biology Classes

The article is dedicated to methods of activating students' independent learning activities during biology classes. It is proved that independent work in education holds significant importance for both the learning process and students of general secondary education. As noted by the authors of the article, the successful implementation of such activities depends on the teacher's ability to effectively manage them. Among the innovative methods there are: problem-based learning, projects and research, group work, utilization of internet resources and multimedia, task solving, and independent preparation of presentations or reports. By following these principles, it is possible to contribute to the development of students with their own worldview and a steadfast life position. The article highlights the importance of active independent learning activities during lessons, particularly in biology, and provides lesson plans developed using methods aimed at fostering such activities among seventh-grade students. Additionally, the results of student surveys are presented, demonstrating the level of interest in biological education, ranking of subjects in personal significance, level of students’ independent activity, and their suggestions for diversifying and improving the process of biology learning. It was revealed that 13% of students exhibit a high level of independent learning activity, 54% demonstrate an average level, while 32% have a low level of independent learning activity. It is noted that activation of students' independent learning activities in the process of studying biology is crucial for both their personal growth and overall development. As biology has its peculiarities, students' independent activity becomes the foundation for their success and the development of scientific thinking. Taking into account these aspects, it can be argued that students' independent cognitive activity in the study of biology is essential for their comprehensive development and the formation of scientific thinking and skills useful in future life and professional activities. According to the research, to achieve such results, teachers should create conditions conducive to the development of students' independence and cognitive abilities, providing them with the opportunity to independently explore, study, and conceptualize new knowledge.

THE LEVEL OF PROFESSIONAL SKILLS OF PEDAGOGUES IN THE CONTEXT OF THE DEVELOPMENT OF SCIENTIFIC THINKING

Scientific thinking is essential for equipping students to tackle the complexities of the modern world, and teachers play an important role in nurturing this skill. To gain insights into the competencies utilized and developed by pedagogues in applying scientific knowledge to everyday problem-solving, we conducted an expansive survey to glean their perspectives. Presented herein are the synthesized and meticulously selected directions derived from the respondents’ responses. The predominant focus of pedagogues lies in practical activities that intersect with daily life, encompassing both socially useful and cultural activities. This emphasizes the significant impact of culture on scientific education as a whole, and particularly on the development of scientific thinking. Our analysis of responses obtained through a comprehensive questionnaire administered to 511 educators revealed a discernible imperative for educators to elevate their proficiency in scientific thinking. Teachers require specific knowledge and skills to effectively professionalize in pedagogy related to the development and enhancement of scientific thinking. Foremost among these is an imperative foundation in comprehending scientific thinking as both a cognitive process and a human faculty, encompassing facets of critical, systematic, and reasoned analysis. While teachers adeptly employ abstract language, problematization methods, and acknowledge the significance of experiments a notable gap exists in their professional preparatory endeavors.

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

فاعلية برنامج تدريبي مقترح في تنمية مهارات البحث العلمي لدى معلمات العلوم الطبيعية وأثره على التفكير العلمي لدى طالبات المرحلة الثانوية بمحافظة الطائف التعليمية

The study aimed to find out the effectiveness of the proposed training program in the development of research skills among secondary school science teachers and the reflection of the impact of the program on the development of scientific thinking among their students in Taif. In order to achieve this goal, the researcher used a semi-empirical approach with experimental design, consisting of a single group and two tests (pre/post), the researcher has proposed the construction of the training program, a test of the research skills for science teachers and a measure of the scientific thinking of students. After verifying the veracity of the program and the validity and reliability of the test and measure, the study was applied to two samples: the first sample of secondary school science teachers and their number reached (45 teachers) in these three disciplines (Chemistry, Physics, and Biology). They were presented the proposed training program. Their pre and post performance was measured by a scientific research skills test. The second sample is second secondary and thread grade students, who have been taught by teachers who attended the training program and their number reached (204 students). Their pre and post performance was measured by a scientific thinking scale. The "T" test was used for both correlated and in dependent group, and Pearson correlation coefficient, ETA square, in order to test the hypotheses of the study. The study found a number of results, the most important were that the training program contributed in the development of the scientific research skills of science teachers of the secondary level, where significant differences have been found at the lowest level (α≤0.05) between the average performance of science teachers to the test of scientific research skills as a whole, and these differences were significant in favor of the post application. Also, the training program had an impact on the teachers, and this has been reflected in their students where it has been noticed an increase in the average performance of the students in the post test according to the measure of the scientific thinking skills after that their teachers passed the training program. In light of the results of the study, the researcher recommended several useful recommendations. It also provided a number of suggestions for future research studies that can be a complement to this study.

Játékosítás a kémia oktatásban

Understanding phenomena and concepts is very important for the development of scientific thinking. One of the most critical problems in science education is that teaching and learning these concepts is often difficult for students, who are left without a sense of achievement. For this reason, the integration of gamification into science education has increased significantly. The aim of gamification is to provide motivational support and to promote the activities necessary for science education. The research was carried out on students in two seventh grade classes on the topic of environmental awareness. Pre- and post-tests were used to measure the effectiveness of gamification compared to traditional teaching, with one class forming the experimental group and the other the control group. Teaching with the traditional method differed from the gamification method only in the elements of gamification, the same knowledge was discussed for both classes. Among the gamification elements, we used the frame story, it was possible to obtain badges after completing the tasks. The final goal was to solve a crossword puzzle. When evaluating the results of the surveys, it became clear that the experimental group was more motivated by the gamification method and in this way resulted a more thorough acquisition of knowledge.

Problems of collecting genetic history, interpretation of pedigrees with common and rare dermatological, skeletal, dental and other peculiarities that affect the appearance and health of a human

The aim of the study was to analyze the problem of constructing and interpreting human pedigrees, which include some signs that are easily detected during a clinical examination and the collection of primary history. Materials and methods. 2 pedigrees from own sources and 2 pedigrees of famous people from literary sources are presented. They serve as the examples of using the provided data for further medical and genealogical analysis. Results and discussion. The results indicate that pedigree analysis is a primary and informationally important tool for the further algorithm of diagnosis and treatment of subjects. The effect of the quantity, quality and testing level of the presented genealogical information for a full pedigree analysis and the use of its possibilities is demonstrated.Pedigree analysis demonstrated that the number of absolute units of quantitative information presented (total number of generations and members of the pedigree) and absolute units of qualitative information (traits/medical conditions listed and their level of detail) may not be associated with the value of genetic conclusions. It has been shown that the largest number of members in a generation is usually represented for the generation of the propositus.Thus, smaller pedigrees, where more units of information are represented per member, can be of greater value for genetic conclusions. An analysis of one's own pedigrees showed that, on average, less than one trait can be represented per person in the pedigree. Additionally, small pedigrees with available molecular genetic data may be of greatest value, even retrospectively. Conclusions. It is shown that pedigrees can represent valuable primary information for clinicians regarding the further algorithm of the subject dealing and serve as a tool for the scientific thinking development in the educational process

The process of supervising teachers from the perspective of the development of scientific thinking

Professionalizing educators remains a contemporary subject, requiring constant adaptations to social changes. Supervising educators becomes essential for enhancing performance and professional development, directly influencing their scientific thinking. In the context of fostering scientific thinking in students, supervision focuses on curriculum content expressing competencies in declarative, procedural, and conditional knowledge. This process identifies strengths and weaknesses in teaching, providing constructive feedback and facilitating access to resources for improvement. Viewed as a knowledge-sharing process, supervision contributes to maintaining educational standards and fostering a culture of continuous learning. Psychologists see the supervisor's responsibility extending to the quality of services received by all involved parties. For the development of scientific thinking, supervision may involve specific strategies such as self-reflection, explicit metacognitive learning, the development of self-monitoring skills, and constructive feedback. These strategies can be tailored to the individual needs of educators, contributing to the formation of professionals with strong critical and analytical thinking skills. To develop declarative, factual, and conceptual knowledge, supervisors can use active learning techniques, research, and critical discussions. Supervising procedural knowledge involves careful observation, data analysis, and idea generation. By combining these strategies, supervising educators becomes a complex and personalized process, contributing to the formation of a professional force prepared to encourage scientific thinking in students and respond to the challenges of an ever-changing society.

Essence and structure of research activities of scientifically gifted high school students

In today’s world, high technologies, science and innova^on are an important component of society’s life. The problem of replenishing national science with young personnel in Ukraine is becoming more and more noticeable. High-quality training of the scientific elite of the new generation is an important task for the country. Educational programs aimed at identifying, suppor^ng and developing scientifically gifted high school students are of particular importance, especially in the difficult war conditions in which the Ukrainian society is currently suffering from the atrocites of the invaders. Scientific education, as a modern paradigm, is currently one of the most effective ways to qualitatively prepare the future generation for life in new, extremely dynamically changing conditions. The purpose of the article is to analyze the features and essence of the research activity of scientifically gifted high school students. To consider the content and structure of research work of students - members of the Small Academy of Sciences of Ukraine. The article examines and analyzes the essence of research activities of scientifically gifted high school students in the system of the Junior Academy of Sciences of Ukraine, conducts an analysis and synthesis of the results of informa^on and reference systems search in order to determine the main structural components of scientific research work. Definitions of the main concepts related to the competention-defense of research works of students who are members of the Junior Academy of Sciences of Ukraine are provided. The main approaches for the rational choice of a student’s research topic are determined, with a focus on the importance of the relevance criterion and the necessity for the development of scientific thinking, startng from the school age. Parallels are drawn regarding the common features of the Junior Academy of Sciences’ scientific research work and scientific articles. The materials of this research may be interesting and useful to leaders of clubs, teachers, method­ologists, and scientists who work with scientifically gifted high school students.

Educational technologies for the development and improvement of the efficiency of scientific thinking of teachers

In this article, educational technologies for the development and enhancement of scientific thinking in educators are presented. Scientific thinking is the ability to formulate and test hypotheses, analyze objective data, and draw conclusions based on solid evidence. This involves the rigorous application of scientific methods, such as observation, experimentation, and data analysis, to obtain objective and verifiable knowledge. Scientific thinking can be considered a component of teachers’ professional thinking and requires creative approaches in their activities and knowledge. To develop scientific thinking in educators, it is necessary to create a stimulating environment, promote critical thinking, integrate practical activities, develop problem-solving skills, encourage collaboration and communication, and provide formative assessment. Educational technologies such as case studies, collaboration and debate, experimentation and research, and the use of digital technology can be used to develop scientific thinking in both educators and students. Implementing these psychopedagogical conditions promotes the development of scientific thinking, fostering critical and fundamental skills for understanding the surrounding world.

Impact of Laboratory Method on Students’ Motivation of Mathematics in Secondary Schools of Kapseret Sub County Kenya

Mathematics is compulsory for all learners in secondary schools, as recommended by the Kenya Institute of Curriculum Development (2010). The performance of mathematics has been consistently low and one of the reasons is insufficient Mathematics laboratory. The study sought to determine Mathematics performance among secondary school students. The study instruments that were used included a pre-test, post-test, non-equivalent group experimental design, questionnaires, and an interview schedule. The researcher sampled 298 students and 26 teachers who took part in the study. The Form two students were selected to participate in the study. A sample size that represented the study population was selected using simple random sampling and purposive sampling while stratified sampling was used to select the schools. The study used the Solomon Four-Group design where two groups were formed, one experimental and one control group. The experimental group entered laboratory instructional strategy method while the control group entered conventional instructional strategy method. The respondents were assigned in their complete classes to four groups; experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the reflection and congruence. However, groups 1 and 3 were taught using laboratory method while groups 2 and 4 were taught by conventional methods. Groups 1 and 3 were pre-tested prior to the implementation of the laboratory method treatment. Teachers who took part in the study were inducted prior to the study by the researcher for period of three weeks. Mathematics Achievement Test 1 and Mathematics Achievement Test 2, questionnaires and interviews were used to collect data. SPSS was used to aid in data analysis. Chi-square tests were used to establish relationships. The study findings indicated that the laboratory method arouse the learners’ interest, increased learner participation, boosted the performance, enabled learners to develop the necessary skills for more advanced study research and promoted the development of scientific thinking. The study recommends that there is need for teachers to use laboratory method, which ensures that learners are more involved and engaged more in doing Mathematics activities and teachers have to be trained on the use of such pedagogy.

Young children co‐constructing science: The importance of their families and cultural communities

AbstractThere is considerable agreement among scientists, educators, and policymakers about the need to broaden participation in science, technology, engineering, and math (STEM) education. Yet, equity requires much more than increasing STEM access for marginalized groups of children. In this invited commentary, we raise two critical points for the field to continue to grapple with as we investigate ways to engage young minds in STEM learning. It is critical that research with young children focuses on the process of doing science, while appreciating that the process of scientific thinking and learning are culturally constructed and situated. Specifically, as researchers and educators, we must do better at contextualizing children's scientific thinking process as it unfolds in their daily lives—with their peers, families, and in their cultural communities. Specific studies highlighted throughout this essay seek to document and promote family, community, and teaching practices that are effective for supporting young children's learning and explorations in STEM across our increasingly diverse society. We propose opportunities for future researchers to focus their efforts, including the following: more multidisciplinary work that includes synthesis across disciplines and methodological traditions; more diverse samples and investigative teams, such that cultural insiders are full participants; more descriptive studies focusing on the everyday experiences in children's lives that promote the development of scientific thinking and practices; and practice‐informed research.

Evolución histórica de la formación científica investigativa en la Universidad de El Salvador

Research is fundamental in the development of scientific thinking; therefore, the educational process must contribute to the generation of knowledge and alternative solutions to the various problems in society. This article aimed to analyze the historical evolution of research scientific training at the University of El Salvador and reflect on its challenges in the 21st century.The study employed a qualitative methodology that, through historiographical systematization, combined theoretical and empirical methods such as historical-logical analysis, analytical-synthetic methods, literature review, document analysis, scientific observation, and triangulation of findings. It was identified that the conception of research scientific training was initially assigned by political and economic elites. Later on, it became associated with the production of technical instrumental knowledge and a qualified workforce.It is noteworthy that the University of El Salvador (UES) faces the challenge of promoting and developing the research scientific component within its organizational culture. This is in order to educate competent professionals in all fields of knowledge capable of providing solutions that contribute to the social development of the country.

The effect of using the learning cycle model on the fifth grade students' acquisition of scientific concepts and the development of their scientific thinking

The present study aims at investigating the effect of the learning circle model on acquiring the fifth scientific grade female students' chemical concepts and developing their scientific thinking. The sample consisted of (60) students. It was distributed into two groups, (30) students for the experimental group in the Al-Talay'a preparatory school which was taught according to the learning circle model and (30) students for the control group in the Al-Andulus preparatory school which was taught according to the conventional method. Equating procedures were used to equalize the two groups in a number of non-experimental variables. To apply the study, the researchers prepared the lesson plans for both groups of the research. To achieve the aims and test the hypotheses of the study, two tools have been required: an achievement test to measure the acquisition of chemical concepts and a test to measure scientific thinking. The achievement test was objective in the form of multiple choice and comprises (44) items. The validity of the test was examined and the content validity type was used for this purpose. The test was presented to a number of jurors and the (80%) percentage was used as a percentage for accepting the item and all items got the percentage and more. The second tool was a previously made test to measure scientific thinking which consisted of (20) items. After collecting and analyzing the data by using the T-test for two independent samples, at (0.05) level of significance, the results indicated that: -There is a statistically significant difference between the mean scores of acquiring the chemical concepts for the experimental group and those of the control group for the benefit of the experimental group. -There is a statistically significant difference between the mean scores of developing scientific thinking for the experimental group and those of the control group for the benefit of the experimental group. -There is a statistically significant difference between the mean scores of developing scientific thinking for the experimental group from the pretest to the posttest for the benefit of the posttest. In light of the results obtained, the researcher concluded that the learning circle model is effective in the acquisition of chemical concepts and the development of scientific thinking. Also, a number of recommendations and suggestions are put forward.

Development of Scientific Thinking for 4th Grade Students Based on Predict-Observe-Present-Explain (POPE) Activity Management

Scientific thinking is considered to be an important factor influenced the scientific learning achievements and the goal of providing the thinking skills. Therefore, the purpose of this research was attempted to develop the scientific thinking for 4th Grade students using Predict-Observe-Present-Explain (POPE) activity management to achieve the 70% criteria. The target group was 6 students of 4th Grade students at a primary school, Ban Don Santi School, Maha Sarakham Province, Northeastern Thailand. The participants chosen by the purposive sampling was studying in the second semester of the academic year 2021. The research instruments were 1) the twelve lesson plans for Predict-Observe-Present-Explain (POPE) activity, 2) the multiple choices test for the scientific thinking and 3) the observation form of scientific thinking. Data were analyzed and expressed as mean, percentage and standard deviation. The findings demonstrate that the percentage score of students’ scientific thinking was 65% for the first learning cycle and 79.45% for the second learning cycle that using the developed POPE activityThe obtained results from this research indicate that predict-observe-present-explain (POPE) activity management is a learning strategy that can be used for developing the scientific thinking to achieve the 70% of the scientific thinking criteria and applied for developing other scientific performances.

The role of neurobiological knowledge in the formation of scientific thinking

In the given study, the facets of the incursion of neurobiological sciences educational system are analyzed and the mechanisms of educational influence from a neurobiological perspective in the formation of scientific thinking are explained. Following the analysis of the specialized literature, we have concluded that neurobiological sciences have an important role in defining the quality of the educational process from the perspective of both scientific literacy and the development of scientific thinking, providing valuable support for existing methodologies of the student as a coordinate or ideal of education that is expressed through the educational ideal and the objectives of education, which gives the educational action a conscious, active, creative and prospective character regarding the formation and development of the personality in intellectual, socio-moral and professional terms.

Scientific thinking in the real sciences and humanities

This paper describes the concept of developing and streamlining scientific thinking in the humanities and real sciences. The problem of the direction of thinking of scientific gardening according to the field of study is addressed. In the paper, reference is made to various existing theories regarding scientific reasoning, problem types, heuristics, inventive problem-solving algorithms, and an analysis of the route is attempted from the perspective of the theories presented by D. Klahr, D. Lenat, Kr. Moritz, G. Altshuller, R. Paul, B. Noel and others. The paper concludes with a conceptual model proposed by the author based on the analysis of specialized literature. Based on the outlined methodological benchmarks and the theoretical approaches presented regarding the development and efficiency of scientific thinking among teachers from different fields, a set of strategies was proposed to improve the efficiency of scientific thinking among teachers universally applicable both from the perspective of the humanities and from the perspective of real sciences. Finally, the problem of the development of scientific thinking both from the perspective of humanities and real sciences is solved from this perspective.

Methodological approaches to the development of scientific thinking as a basis of natural science literacy in the study of chemistry

Methodological approaches to the development of scientific thinking as a basis of natural science literacy in the study of chemistry

How to Combine Student Science Education with Modern Environmental Education

This work is devoted to current problems of modern education: the formation and development of scientific thinking of the individual from the school age and the improvement of environmental education of students both of high school and older ones, since the authors do believe that these issues are interrelated. In this paper, some issues of students’ scientific education are considered from the standpoint of strengthening the science intensity of the proposed educational content. The authors, being in the systems of secondary and higher schools and based on their own professional experience, found their way to improve the level of scientific education of students by involving them in educational environmental/bionic research works in the form of IT projects. The students’ work on such a project implies the main stages of modern researching – from mathematical modeling of a selected natural phenomenon to mathematical processing of the corresponding computer experiment results and their interpretation. The organization of training-and-research activities of high school students and working on such researches have several positive outcomes, one of which is not only the improvement of knowledge in the Natural sciences, but also other positive aspects related to certain types of human thinking – critical, algorithmic, logical and creative ones. The authors believe that significant success in conducting student research can be achieved by working with “ordinary-and-average” but motivated students. The authors prove with their practical experience that it is possible to identify and educate young people with qualities (maybe with talents!) of researchers in time. The paper also points an important question about the contents of modern education at the secondary school and higher levels.

THE IMPORTANCE OF THE STUDENT SCIENTIFIC CLUB "PATHOLOGICAL ANATOMY" IN THE PROCESS OF FORMING A MODERN DOCTOR

The article represents the main aspects of the student research club at the Department of Pathological Anatomy of Ivano-Frankivsk National Medical University.
 In today's world, the institution of higher education aims not only to impart professional skills, but also to develop the creative potential of the students. This is achieved by actively involving students in the research activities. Research work of the students outside the academic syllabus is one of the most important tools to become a highly qualified specialist, which is performed in scientific societies and student research club at the department. An important factor that contributes to the professional training of future professionals is the possibility of close cooperation of the student with the scientific and pedagogical staff of the department. It is the teacher who has an immense responsibility not only to impart the student knowledge, but also for the ability to operate, analyze and apply it in various complex situations, which plays a major role in the formation of clinical thinking. In turn, the teacher must meet certain criteria: to show a deep interest in the learning process, discuss errors and solutions, have relevant and up-to-date knowledge and an individual approach to each student.
 The purpose of the student research club at the Department of Pathological Anatomy is to identify the most capable and talented students who are inclined to research work, to acquire scientific skills and involve them in research activities. The main tasks of the student scientific club "Pathological Anatomy" are as follows: assistance in improving the level of scientific training of students; strengthen research on the issues of scientific activity of the Department of Pathological Anatomy with the participation of students; in-depth study of the chosen discipline by students; development of scientific thinking and analytical skills, acquisition of research skills and broadening horizons and erudition; preparation of reports and speeches of members of the club with the results of their own research in scientific and practical conferences, seminars, round tables and competitions. The activities of the scientific club "Pathological Anatomy" are aimed at developing the creative abilities of students in order for them to acquire professional, personal, cognitive competencies, as well as experience in acquiring knowledge and skills through research.
 Thus the student scientific club "Pathological Anatomy" creates conditions for self-realization of students in research work and support for gifted students. The development of their intellectual potential makes it possible to significantly intensify and improve the curriculum of medical students, to make it diverse and interesting. The student's research work helps to ensure that each student has the opportunity to exercise their right to creative development of the individual in accordance with their abilities and needs. The club is such a "tool" that allows to actively develop both future doctors for practical medicine and future researcher and teaching staff for the university. Many years of experience of the Department of Pathological Anatomy shows that students tend to master the theoretical knowledge, practical and professional skills if they are involved in such scientific club.

The Use of Fairy Tales in the Development of Scientific Thinking for Children

The Use of Fairy Tales in the Development of Scientific Thinking for Children