Science Education Research Articles

Redefining expertise: how proponents and opponents of alternative therapies evaluate expertise

ABSTRACT Traditionally, scientific education is considered a main guarantee for expertise. However, new self-taught therapy providers increasingly seek expert status in health and well-being. These ‘field experts’ sometimes challenge the authority of scientific experts, arousing public debates on expertise and expert qualifications. This expansion of expertise, a popular topic in science and technology studies in the last decades, is driven partly by changes in the media environment and increasing consumer interest. Current research on citizen engagement in science often presumes citizens hold a stakeholder position or (aim to) participate in knowledge production. However, ways of participation in expertise and science are constantly changing, partly due to the evolving media landscape enabling new forms of participation. Online debate around alternative therapies by a well-known Finnish health influencer, Maria Nordin, show that citizens and consumers set competing criteria for health and well-being experts and use online discussions to negotiate these criteria. Proponents of alternative therapies highlight consumers’ responsibility for their health in the freedom of choice frame and describe traditional epistemic authorities as corrupt in the distrust frame. Opponents of alternative therapies promote science-based expertise in explaining and treating symptoms in the biomedical frame and criticize alternative experts for misleading consumers in the hoax frame. Citizens and consumers are increasingly involved in contesting and legitimizing experts and negotiating criteria for expertise and, thus, participating in the expansion of expertise.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Perceived challenges and opportunities for basic scientists transitioning to basic science educators in medical and health professions education

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages of their transition. An anonymous survey with voluntary participation was administered to all basic scientists in National University of Singapore (NUS) Yong Loo Lin School of Medicine. The survey aimed to identify the perceived challenges faced by basic scientists transitioning to basic science educators in medical and health professions education. This study consisted of Likert scale questions, followed by one multiple-choice question and two open-ended questions. Twenty-one basic scientists either postdoctoral fellows or instructors, completed the study. The study found that gaps in clinical content and experience, along with teaching pedagogy and training were among the major concerns for basic scientists aspiring to be basic science educators. These challenges and shortcomings could potentially be addressed by providing them with clinical shadowing opportunities, education mentorship and teaching training. Since most respondents lacked teaching experience, the results might differ if the majority had been involved in teaching within medical and health professions education. Nonetheless, it is important to understand and acknowledge the challenges and concerns experienced by basic scientists and examine how they can navigate them in the process of their transition to teaching medical and health professions. This also provides opportunities for personal reflection and development so that basic science educators will be more prepared for greater challenges and the ever-changing demands of contemporary medical and health professions education.

Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Exploration of STEM Education Curriculum Construction in Normal Universities

To fully meet the societal demands for future teachers, this paper comprehensively designs the STEM education curriculum for science education students from multiple dimensions including teaching content, teaching models, and instructional design. Through the designed instructional process, student teachers are effectively trained to develop their capabilities in delivering STEM education. The integrative curriculum design enables student teachers not only to impart knowledge but also to stimulate students' innovative thinking and problem-solving skills, laying the foundation for nurturing future innovative talents.

Teachers' perception of their students' dietary habits in Addis Ababa, Ethiopia: a qualitative study.

Poor dietary choices and consumption of unhealthy foods are major determinants of malnutrition among adolescents in Ethiopia. The school food environment is a valuable setting for exploring adolescents' eating habits. Teachers have an important role in understanding factors that impact students' dietary choices. The aim of this study is to explore secondary school teachers' perceptions towards adolescents' dietary habits in Ethiopia. The study employed a qualitative research design. Four focus group discussions, involving a total of 13 teachers, were conducted at governmental and private schools in Addis Ababa, Ethiopia. Additionally, observations of the food environment in these four schools. The transcripts from the focus group discussions and photographs from observations were analyzed using thematic analysis. Triangulation of data sources and persistent observation of the data were employed to enhance the study's trustworthiness. The study was approved by the Norwegian Center for Research Data and the Addis Ababa Health Bureau, and all participants provided informed consent. Teachers perceived adolescents' dietary habits as unhealthy, characterized by the consumption of unsafe foods, limited variety, and reliance on processed foods. Factors negatively influencing adolescents' dietary habits include a lack of awareness about a healthy diet among both students and parents. Low familial income levels were also identified as a barrier to eating a healthy diet. The unavailability of healthy foods and the advertising of unhealthy and processed foods as well as peer influence were hindrances to a healthy diet both at school and home. This study provides additional evidence of the nutrition transition which is linked to the double burden of malnutrition among adolescents in low-income countries. Factors affecting adolescent diets at school are multileveled. Incorporating nutrition education into the school curriculum will likely improve dietary awareness mitigating peer influence. Regulating the school food environment and enforcing advertisement laws targeting adolescents can promote healthier school food environments. Providing short term nutrition trainings for biology or science teachers and strengthen their role in delivering nutrition education to children and their families, along with implementing measures to address food insecurity and restricting availability of unhealthy food at school need to be regarded as priorities.

Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated that instructors who used three-dimensional items on their exams were more likely to use Bloom's Taxonomy when designing their exams and were more likely to write these items using a constructed-response format. We also found that professional development opportunities did not necessarily change the likelihood an instructor would employ three-dimensional items. We previously identified that few items in our sample fully aligned to scientific practices, making scientific practices the limiting dimension for three-dimensional alignment. Our subsequent analysis here revealed that most biology instructors had exam items that were at least partially aligned to scientific practices. Based on our results, we highlight the significant time and resources that instructors likely need to write and grade constructed-response assessments, suggest that instructors build on items that are mostly aligned to scientific practices to increase their three-dimensional alignment, and propose ways that professional development programs and communities might further support instructors in meeting national calls.

Exploring the rationale for lesson design as a tool for developing and evaluating science pre-service teachers' topic-specific pedagogical content knowledge

The primary goal of initial teacher education programmes is to develop pre-service teachers' pedagogical content knowledge (PCK). In science education, there have been calls for programmes to help pre-service teachers develop this knowledge at a topic-specific level. In this study, I investigated how lesson planning using a specific guideline called the rationale for lesson design (RfLD) can be used as a tool to develop science pre-service teachers' topic-specific pedagogical content knowledge (TSPCK). This study is positioned within the collective PCK realm of the refined consensus model of PCK and the five components of TSPCK. The participants were six third-year Life Sciences pre-service teachers. Data were collected through lesson plans on the topic of evolution and narrative interviews. A 4-point scale rubric was adapted to score the quality of pre-service teachers' PCK in terms of the five components of TSPCK in each section of the RfLD. Results indicate that the pre-service teachers showed higher levels of PCK especially, in terms of learner prior knowledge and curricular saliency. I argue these scores can be attributed to the RfLD guidelines. I recommend that science pre-service teacher programmes need to expose students to this guideline as a way of developing their PCK in teaching methodology modules. Furthermore, I argue for the value of the RfLD in tracking pre-service teachers' PCK.

A Theoretical Model for Measuring Upper Primary School Learners’ Scientific Reasoning Abilities in Science

One agenda of science instruction in primary schools is to develop learners’ scientific reasoning abilities and to equip them with the necessary twenty-first-century skills. Few studies have been conducted to develop measurement tools that aspire to assess primary school learners’ scientific reasoning. Most of these studies lack a theoretical model backing the development of these assessment tools. This paper introduces the model for measuring scientific reasoning (MMSR) as a theoretical model for guiding the development of assessment tools in the context of measuring upper primary school learners’ scientific reasoning. We first conceptualise scientific reasoning using a review of the literature and then present evidence to justify and validate this model for use in measuring primary school learners’ scientific reasoning abilities. Furthermore, using research in history and philosophy of science and science education, the MMSR model supports the development of assessment tools measuring learners’ patterns of scientific reasoning and also considering the nature of science across different contextual settings.

Promises and challenges of generative artificial intelligence for human learning.

Generative artificial intelligence (GenAI) holds the potential to transform the delivery, cultivation and evaluation of human learning. Here the authors examine the integration of GenAI as a tool for human learning, addressing its promises and challenges from a holistic viewpoint that integrates insights from learning sciences, educational technology and human-computer interaction. GenAI promises to enhance learning experiences by scaling personalized support, diversifying learning materials, enabling timely feedback and innovating assessment methods. However, it also presents critical issues such as model imperfections, ethical dilemmas and the disruption of traditional assessments. Thus, cultivating AI literacy and adaptive skills is imperative for facilitating informed engagement with GenAI technologies. Rigorous research across learning contexts is essential to evaluate GenAI's effect on human cognition, metacognition and creativity. Humanity must learn with and about GenAI, ensuring that it becomes a powerful ally in the pursuit of knowledge and innovation, rather than a crutch that undermines our intellectual abilities.

Implementing Cooperative Learning for Sustainable STEM Education in Nigeria: Preservice Science Teachers’ Knowledge and Beliefs

The study investigated preservice science teachers’ (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21st-century pedagogies. The study sought to determine PSTs’ competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale’s reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study’s findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study’s findings, implications for the study were discussed.

Editorial: Deep learning for marine science, volume II

Editorial: Deep learning for marine science, volume II

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

The effectiveness and acceptability of physical activity interventions amongst older adults with lower socioeconomic status: a mixed methods systematic review.

Older adults with lower socioeconomic status are less likely to be physically active than those with higher socioeconomic status. To inform future intervention development, this review explored: [i] how effective are physical activity interventions at increasing levels of physical activity amongst older adults with lower socioeconomic status?; [ii] what factors are associated with the acceptability of physical activity interventions amongst older adults with lower socioeconomic status?; [iii] what are the implications for developing physical activity interventions for older adults with lower socioeconomic status? This mixed methods systematic review followed PRISMA guidelines. MEDLINE, CENTRAL, Embase, Scopus, Web of Science, PsycINFO, CINAHL, ASSIA and Sports Medicine and Education Index were searched up to May 2023, to identify quantitative, qualitative and mixed methods primary research studies measuring the effectiveness of and/or experiences of physical activity interventions for older adults (aged ≥ 65 years) with lower socioeconomic status. No limits on country were applied. Included studies were assessed for methodological quality using the Mixed Methods Appraisal Tool. Results were synthesised using a results-based convergent synthesis approach with narrative synthesis of quantitative findings and thematic synthesis of qualitative findings. Thirty studies were included. Mixed effects were found for the effectiveness of physical activity interventions, with positive effects for increases in utilitarian walking (i.e. for transport) but not for leisure, mixed effects for objectively measured physical activity and no effects for self-reported total physical activity or muscle strengthening and flexibility activities. Engaging in physical activity interventions was perceived as offering many benefits, social familiarity was important to intervention acceptability and interventions were seen as more acceptable when they were compatible with the lifestyles of older adults with lower socioeconomic status. Future development of physical activity interventions for older adults with lower socioeconomic status should foster social connections, emphasise health benefits of physical activity, hold interventions in locations that are accessible and familiar to older adults with lower socioeconomic status, minimise costs to participants, employ individuals who share participant characteristics to lead interventions, and combine physical activity with other activities older adults with lower socioeconomic status already do to make more efficient use of time. PROSPERO CRD42023417312; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=417312 .

Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

AbstractKnowledge of science content and the ability to translate knowledge into effective teaching is known as teachers' content knowledge for teaching (CKT). Teachers with developed CKT are able to more effectively determine instructional and assessment activities that will deepen K‐12 students' scientific literacy. However, preservice teachers (PSTs) can have limited opportunities to develop CKT, and little is known about how to support PST CKT development in elementary science teacher preparation. In our work, we developed instructional materials (i.e., “CKT Packets”) intended to support teacher educators (TEs) in developing elementary PSTs' CKT for one content area—matter and its interactions. We facilitated a professional learning community for TEs to support their learning how to implement the materials in their courses. We report on results from a mixed‐methods study using a quasi‐experimental cohort control design with a pretest and posttest to understand differences in PSTs' CKT (N = 250) in eight TEs' science classrooms. Nesting PSTs within their TEs' courses, and controlling for PSTs' prior CKT, engagement time on the assessments, prior coursework, and TE time‐invariant effects, we found preliminary evidence that PSTs achieved greater CKT when TEs implemented more CKT Packets. Salient factors that we hypothesize influenced TEs' productive uses of CKT Packets included disruptions to courses/contexts, TEs' sources of motivation for implementing Packets, TEs' entry points for the alignment of curricular materials with existing topics and pedagogical course emphases, TEs' approaches for first‐time use of curricular materials, and TEs' experiences with the instructional routines of the Packets. We bound our interpretation of results within limitations (e.g., small sample size, quasi‐experimental design) and suggest avenues for new research. Throughout this article, we include implications for TEs, PSTs, educative curricula developers, and researchers working to improve science teaching and learning for students.

Optimizing Heart Disease Diagnosis: Feature Selection Techniques for Enhanced Machine Learning Model Performance

Heart disease is a growing global concern, affecting people across various age groups and genders. Detecting heart failure early is crucial, and ongoing research leverages advancements in healthcare technology, machine learning, imaging techniques, and data science to analyze vast datasets for this purpose. However, not all data attributes contribute equally to diagnosing heart disease, and the inclusion of irrelevant features can increase resource demands and potentially lead to inaccurate predictions with fatal consequences. This study focuses on feature extraction and reduction techniques to identify the most critical attributes for heart disease diagnosis, balancing resource efficiency with diagnostic accuracy. Using a dataset from the UCI repository, which includes both continuous and categorical features, we standardize the data and split it into training and testing sets in an 80:20 ratio. We then apply feature selection techniques to machine learning models such as K-nearest neighbor, decision tree classifier, SVM, logistic regression, and random forest. The models' predictive performance is evaluated using confusion matrices and ROC curves, demonstrating the impact of feature selection on diagnostic accuracy.

Investigating the impact of three levels of representation-based visual media on students’ mental models

Abstract This study examines the effect of visual media on students’ mental models regarding battery functions and electrical resistance concepts. The study presents a novel visual media approach consisting of phenomena videos, dynamic analogies, and microscopic models. The development of the visual media followed the ADDIE model. The research subjects were 25 12th-grade students from a private senior high school in Bandung, West Java. Students’ mental models were assessed using open-ended test that examined four concepts: (1) electromotive force (EMF) in batteries; (2) electrical resistance; (3) resistors in series; and (4) resistors in parallel. The test were administered as both pre-tests and post-tests.The pre-test results revealed that the majority of students had initial mental models regarding battery functions and electrical resistance concepts. By the end of the study, most students had developed synthetic mental models. However, the majority successfully achieved scientific mental models concerning electrical resistance concepts. In other concepts, only a few students achieved scientific mental models. Overall, the visual media had a significant positive effect on students’ mental models, with corrections observed in 92% of students for EMF in batteries, 96% for electrical resistance, 80% for resistors in series, and 84% for resistors in parallel.These findings encourage physics teachers and researchers to develop innovative visual media focused on correcting students’ mental models in scientific concept learning.

Agency Building with Early Research Exposure: A Study of an Undergraduate Science Education Exposure Program

Undergraduate research exposure provides students with opportunities to positively perceive their association with their scientific discipline through agentic experiences, and thereby fostering their disciplinary identity building. In the present study, we explore students’ experiences of participating in an undergraduate level research exposure camp in Chemistry discipline. The camp is organized under a national level nurture initiative for undergraduate science and engineering students in India. It is a two-week long residential camp in which students are engaged in lectures on theoretical topics in chemistry, problem solving sessions, long laboratory exercises, abstract writing session, and students’ seminars. The camp also serves as a first step to select a small cohort of students based on their performance in the different activities during the camp for extended research projects opportunities. We apply the critical science agency framework to examine students’ experiences during the camp, and how understand how students connect their prior experiences and future career related choices with their camp experiences. The qualitative analysis describes students’ accounts of the emergence of agentic personalities at the entry, during, and beyond the camp. We noted instances in which students’ decisions and subsequent actions of applying to and attending the camp surfaced, and through students’ narration interpreted how some of these were markers of critical science agency. Based on authors’ understanding, this is the first, and one of the few studies conducted using critical science agency framework with science undergraduate students about their early research experiences. The study provides insights about potential programmatic features for similar undergraduate research camps in India as well as on a global platform.

Science and Mathematics Teachers’ Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study

This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model’s findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers’ TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers’ TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education.