Enhance Science Learning Research Articles

INTEGRATING INTERTEXTUAL AND COMMUNITY RESPONSE ANALYTICAL LENSES TO TURN SYAIR CENDAWAN PUTIH’S A CHILDREN'S STORY “THE ADVENTURE OF CENDAWAN PUTIH” INTO A SCIENCE LEARNING

This study explores the transformation of the Cendawan Putih poem into prose suitable for children's science learning, examining the adaptation process and public perception. Using a qualitative approach, the study employs intertextual theory to analyze textual transformations such as expansion, conversion, modification, and citation and community response theory to capture stakeholders’ views. The research investigates how the Cendawan Putih poem has been creatively adapted into the children’s story The Adventure of Cendawan Putih to enhance science learning while maintaining cultural and educational value. The findings reveal that adapting Cendawan Putih for children’s literature not only preserves core narrative elements but also integrates science concepts relevant to young readers. The adaptation utilizes techniques such as expansion and modification, enriching the original storyline to highlight nature, ecosystems, and environmental science in an accessible format for children. Public feedback, collected through Focus Group Discussions (FGDs) with cultural figures, educators, academics, and youth, shows broad support for this transformation. Stakeholders emphasize the story’s potential to foster cultural awareness and introduce foundational science concepts, making it an innovative tool for learning. This study highlights how traditional literary forms can be reimagined for children’s science learning, merging cultural heritage with modern educational needs. By presenting Cendawan Putih in a format that supports both cultural preservation and science education, this work positions the story as an intergenerational bridge and a valuable addition to literature-based science learning. It underscores the importance of community involvement in literary adaptation, providing new insights for literature, cultural education, and science pedagogy.

Exploring the frontiers: A comprehensive bibliometric analysis of robotics in science education

The present bibliometric review focuses on the 50 research articles indexed in Scopus Database in robotics science education (RSE) between the years 2012 and 2024. The analysis of publications shows the steady growth rates which is especially notable for 2021 thereby specifying the growing demand in the field. These are researchers from universities named The Aristotle University of Thessaloniki, The Kaunas University of Technology, and the NYU Tandon School of Engineering. The funding bodies that have greatly supported research work include National Science Foundation, CAS-TWAS Scholarships, and EPF Lausanne. The current study emphasizes that the topic of robotics in the learning process involves tendencies of the social sciences, engineering, computer science, psychology and other sciences. The United States leads in publication output, followed by countries like Greece, Turkey, and Lithuania, highlighting a global interest in leveraging robotics for educational innovation geographically. The location of the research studies points to the fact that, there is a need to reach out to various countries as a way of encouraging the use of robotics in the STEM curriculum. The following analysis offers insights into the current trends, risks, and opportunities of robotic innovations in education study and underlined the need for a continuous stakeholders’ discourse on the best use of robots in enhancing science learning. This bibliometric analysis emphasizes the dynamic growth, disciplinary integration, and international collaboration characterizing RSE, underscoring the importance of ongoing dialogue and cooperation to realize its transformative potential in STEM education.

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p < 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

Artificial Intelligence and Machine Learning in enhancing Science Learning Experiences: Exploring Possibilities and Concerns

Artificial Intelligence and Machine Learning in enhancing Science Learning Experiences: Exploring Possibilities and Concerns

Development of Interactive Media Using Macromedia Flash 8 Software in Natural Sciences Subjects in Elementary Schools

This research aims to develop interactive media using Macromedia Flash 8 software in science and technology subjects in elementary schools. This research uses a Research and Development (RD) approach with the Analysis, Design, Develop, Implement, Evaluate (ADDIE) model. It was conducted at three elementary schools in West Sumatra with fourth-grade students as research subjects. Qualitative and quantitative data were obtained from teacher and student practicality questionnaires, as well as evaluation tests in the form of pretest and posttest. Data collection utilized validation sheets, questionnaires, and evaluation tests. The results of the interactive multimedia validity test based on Macromedia Flash 8 were found to be in a very valid category (scoring 81-100% based on expert assessments) with an average percentage of 90%. The practicality assessment yielded an average percentage of 88.5% in the highly practical category (scoring 85.01-100%). The effectiveness evaluation resulted in an N-Gain Score (a metric measuring the increase between pre and post-test scores) of 0.77, indicating a high level of gain, and a percentage of 77.87 in the effective category.The evaluations affirm that Macromedia Flash 8-based interactive media is valid, practical, effective, and suitable for educational use in enhancing science learning for elementary students. The findings have implications for integrating such multimedia tools in science curriculum design and teacher training to facilitate more engaging and effective delivery of abstract scientific concepts. Future research could explore wider implementation and long-term impacts on student learning outcomes.

Essential Vocabulary for Enhancing Science and Math Learning in 2nd and 3rd Grades: Recovery and Acceleration

En este estudio se buscó identificar el vocabulario académico general y disciplinar relevante para el logro de los objetivos curriculares de matemáticas y de ciencias naturales de segundo y tercero básico, y construir pruebas para evaluar su dominio. Para ello se realizó un análisis de las palabras presentes en los materiales curriculares, que se codificaron según tipo y objetivos de aprendizaje. Posteriormente se realizó una selección de palabras para evaluar según frecuencia y relevancia para los objetivos. Para estas palabras se desarrollaron preguntas receptivas y productivas que fueron sometidas al juicio de dos expertos en didáctica de las matemáticas y tres expertos en didáctica de las ciencias, a partir del cual se diseñaron las pruebas piloto. Estas pruebas fueron administradas a 43 estudiantes de segundo básico y 34 de tercero básico en dos escuelas subvencionadas de Santiago. Un análisis psicométrico básico mostró que las tres pruebas tienen buena consistencia interna, y un análisis de correlaciones con pruebas de logro de matemáticas y ciencias administradas por las escuelas aportó evidencia de su validez. Se discuten implicancias prácticas de este estudio para la recuperación y aceleración de aprendizajes a través de la enseñanza del vocabulario académico.

Secondary School Life Sciences Teachers’ Understanding of Indigenous Knowledge in Relation to their Views on its Integration into their Classroom Practice

The purpose of this study is to explore the relationship between life sciences teachers’ understanding of indigenous knowledge (IK) and their views of integrating Indigenous Knowledge in their teaching practice. A qualitative case study research approach was adopted, and purposive sampling strategy was used to select eight Grades 10–12 life sciences teachers in three peri-urban high schools. The Knowledge Synthesis model by Barnhardt and Kawagley is used as a framework for this study. Questionnaires and interviews were employed to collect qualitative data. Findings revealed that if teachers understand IK primarily as a body of inherited wisdom, they see the possibility of integration of IK as the use of local knowledge of the learners, as IK illustrations of life sciences curriculum constructs or as no integration in the science classroom at all. The latter group of teachers consider IK as an inherited body of knowledge in parallel with western science. If inclusion of IK is mandated, they suggest presenting IK separately, preferably by IK custodians. If teachers consider IK primarily as a holistic knowledge system including the physical and metaphysical world, they see integration opportunities at system level, for instance in teaching sustainability. Lastly, if IK is seen as a body of loosely connected science concepts, integration is possible where these concepts appear in the science curriculum documents. This study recommends that teachers should be involved in educational policy decision making since they have first-hand experience of learners in the classrooms and are involved with curricular and school matters. The implication of the findings from this study to science education is that the integration of both worldviews can be used as a tool to enhance science learning among high school learners taking life sciences by ensuring a culturally relevant science classroom.

Utilizing the Demonstration Method to Enhance Science Learning Outcomes

Utilizing the Demonstration Method to Enhance Science Learning Outcomes

Edutainment on Display: Enhancing Learning Experiences Through Scientific Dramatizations of Gas Transport

Background: Edutainment describes the confluence of education and entertainment. Also termed dramatization, each participant imitates specific content elements, while the entire group embodies a fundamental concept. It harnesses the engaging nature of theater and enhances learning experiences with gamification. OBJECTIVE: This pilot study aims to use edutainment, in the form of dramatization, to teach cardiovascular topics to young learners and evaluate their engagement in science. HYPOTHESIS: We posit that applying this approach to education will better engage learners of all ages and enhance science learning. Methods: Kids’ Tech University (KTU) is an annual four-day program hosted by Virginia Tech in which children (ages 8-12) participate in interactive sessions about science and technology. During the 2023 event, six groups of four to eight students attended small group discussions to assess understanding of gas transport and learn about the circulatory system. Learners then took part in an activity where they represented red blood cells and traced blood flow through parts of the circulatory system marked by signs in the room (i.e., left atrium, brain). Everyday items—cotton balls and recycled paper—symbolized biological components—oxygen (O2) and carbon dioxide (CO2), respectively. Donning of red and blue party hats symbolized the oxygenation state of blood, enabling visual differentiation and providing more recognizable cues for learning diffcult concepts. The walking speed mirrored blood flow rates across various vessels, resembling arterial (fast) and venous (slow) velocities. Initially, students moved slowly towards the right side of the heart before swiftly transitioning to the lungs for CO2-O2 exchange. Afterward, they moved slowly to the left side of the heart and were propelled to different organs (brain, gallbladder, eyes, etc.) where they facilitated O2-CO2 exchange, and were returned as deoxygenated. The cycle repeated as the students continually discussed the science behind their dramatization. DATA/RESULTS: When studied at the 2023 event, enhanced learning was observed through qualitative assessments, as students were allowed to go through the simulation—first guided and then independently—to reinforce concepts, supplemented by additional discussions. Furthermore, students continued to remain engaged throughout the duration of the activity and expressed positive sentiments about their experience with dramatizations. Additional data will be gathered during another trial of this activity in January at the 2024 KTU to further add to our findings. CONCLUSION: The use of dramatization in teaching the intricacies of the circulatory system to a group of students is effective in cultivating interest and engagement in science learning. Reenacting core concepts using everyday items is an effective teaching tool that should continue to be explored in other settings and areas. This study will continue into 2024 to allow additional data collection. VTCSOM. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Enhancing Science Learning Activities through the Implementation of Discovery Learning and Teaching at the Right Level Method

Education plays a vital role in cultivating qualified future generations, with active student participation serving as an indicator of effective learning processes. Preliminary observations at SMP Negeri 32 Padang revealed low engagement levels in science classes, prompting the need for interventions to boost students' involvement. The primary objective of this classroom action research was to enhance student engagement in science learning activities through implementing the Discovery Learning model and Teaching at the Right Level approach in a Grade 8 classroom at SMP Negeri 32 Padang. The study was conducted over three cycles, each consisting of planning, acting, observing, and reflecting phases. Data on student engagement in science learning activities was collected through observations using a rubric. The initial data in Cycle I revealed low engagement at 36.72%. After implementing interventions integrating Discovery Learning activities and personalized scaffolding based on students' ability levels in Cycles II and III, student engagement progressively increased to 45.76% and 62.28% respectively. Surveys and interviews indicated students found the learner-centered, inquiry-based activities more enjoyable and effective for understanding compared to traditional instruction. The findings demonstrate the potential of combining Discovery Learning and Teaching at the Right Level methods to significantly improve learning participation by stimulating intrinsic motivation through autonomous exploration while providing individualized support. The research offers practical strategies for enhancing science education engagement and contributes to the Kurikulum Merdeka goals of fostering participatory, flexible learning environments tailored to students' unique needs

The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education

Objective: This systematic review aims to map out the role of immersive technologies, specifically virtual and augmented realities (VR and AR), in enhancing learning outcomes within higher education science programs, providing a clearer understanding of their pedagogical value. Methods: Leveraging extensive database searches in Scopus and Web of Science, an initial phase of 172 articles was identified. Through a meticulous process of screening based on inclusion and exclusion criteria, this was refined to 33 important articles. These articles were further analyzed to identify distinct structural elements regarding VR and AR interventions and their effects on educational outcomes. Analysis: Each study was evaluated for its contribution to pedagogical methods, with a focus on quantifiable changes in student performance and engagement. Results: The analysis revealed that immersive technologies are being applied across various stages of the academic crossing, from introductory courses to advanced laboratory work. Particularly, 18 articles demonstrated a significant positive or increased impact on learning outcomes. Conclusions: The review confirms that VR and AR possess a transformative potential for higher education, particularly in the sciences. These technologies not only captivate students' interest but also facilitate deeper understanding and retention of complex material. The evidence suggests that VR and AR can substantially enhance the educational experience when implemented thoughtfully. Future research should aim to expand upon these findings, exploring the longitudinal impact of immersive technologies on learning and their potential to democratize education. Doi: 10.28991/ESJ-2024-SIED1-06 Full Text: PDF

Strategies To Improve Teachers' Pedagogical Skills in Science Learning

This research aims to develop effective strategies to enhance teachers' pedagogical skills in science learning. Employing a mixed methods approach, combining qualitative and quantitative methodologies, the study investigates current challenges and gaps in pedagogical practices within science education. Data collection methods include literature review, observation, and questionnaire, followed by qualitative datat analysis involving data reduction, presentation, and conclusion, as well as descriptive analysis of quantitative data. The research findings indicate that effective strategies for improving teachers' pedagogical skills in science learning encompass the development of teacher competencies in content delivery, technology utilization, interpersonal interaction management, and resource utilization. The implementation of these strategies has been shown to significantly enhance teachers' pedagogical skills in science learning, as evidenced by a significance value of 0.000 < 0.05. Thus, this research provides a significant contribution to enhancing science learning practices through the improvement of teachers' pedagogical skills.

Upaya Meningkatkan Hasil Belajar IPA Siswa Kelas V SD Negeri Dawuan Tengah 1 Melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) pada Pokok Bahasan Ekosistem

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics This Classroom Action Research (CAR) focuses on enhancing Science learning outcomes among fifth-grade students at SD Negeri Dawuan Tengah 1, particularly in the topic of Ecosystem. The study employs the Teams Games Tournament (TGT) teaching method across multiple cycles. Pre-cycle assessment revealed low achievement rates, prompting a shift from conventional teaching methods to TGT. Results indicate a significant improvement in student performance over successive cycles, with 80% meeting the Minimum Mastery Criteria (KKM) by the second cycle. Analysis suggests that TGT fosters a more engaging and participatory learning environment, addressing student disinterest and fear towards Science. The findings underscore the importance of innovative teaching approaches in enhancing student learning outcomes, with implications for curriculum design and pedagogical practices.

Integrating Nature of Science (NOS) into Pedagogical Content Knowledge (PCK): Enhancing Science Teaching and Learning

Integrating Nature of Science (NOS) into Pedagogical Content Knowledge (PCK): Enhancing Science Teaching and Learning

Boosting Year 4 Science Education: A Dynamic Blend of Paper-Based and Computerized Board Games

This study examines using Paper-Based and Computerised Board Games with collaborative learning to enhance science learning involving 48 Year 4 participants from National-Type Chinese Primary Schools (24 Male and 24 Female). The study utilises a mixed-methods approach combining quantitative (pre-tests, post-tests, questionnaires) and qualitative (classroom observations, interviews) data to investigate the unique strengths of these pedagogical approaches. Paper-based Board Games with Collaborative Learning (CL) showed the most substantial impact on academic performance, motivation, and social interaction compared to Computerised Board Games with collaborative learning. The research suggests that paper-based board games might be a more effective tool for educators using CL to create engaging learning experiences in science for young students. Additionally, no significant difference between genders was observed in the learning scores. Further research with more extensive and diverse samples, longitudinal studies, and exploration in different contexts are recommended to broaden the understanding of these methods' effectiveness across various settings and learning goals.

INTERSECTION OF SCIENCE AND EDUCATION: EUROPEAN EXPERIENCE AND BEST PRACTICES

The encompasses a comprehensive overview of the evolution of science education in Europe, examining both traditional and modern tools and methods. It delves into the historical context, milestones, and current trends in science education, highlighting European experiences through case studies and success stories. The abstract also addresses challenges encountered and identifies effective strategies and best practices for enhancing science learning. Additionally, it explores future directions and emerging trends, providing insights into the implications for science education in Europe. Overall, the abstract offers a holistic perspective on the intersection of science and learning, drawing on European experiences and best practices to inform future advancements in science education.

Enhancing Science Learning Outcomes through Quantum Teaching Method at Grade VI Students of SD Negeri 11 Koto Salak

The condition of mathematics learning to date is still dominated by teachers as providers of knowledge, resulting in students getting more information from teacher explanations alone, resulting in students' thinking being less developed. The impact of this learning is that mathematics learning outcomes are not optimal. Question Students Have is a strategy that encourages students to dare to ask questions in written form. The aim of this research is to determine the learning outcomes of students taught using the Question Students Have strategy for Class VI students at SDN 11 Koto Salak. The type of research used in this research is experimental research, namely Pre Experimental with a One Group Pre-test and Post-test research design. The sample for this research was 23 Class VI students at SDN 11 Koto Baru, Dharmasraya Regency. The research instruments used in this research were student learning outcomes tests, documentation and observation sheets. The data analysis technique used is descriptive statistical analysis with the PTK cycle. The research results show an increase in student learning outcomes in mathematics lessons seen from the class average score. The value before intervention was 39.78%. The value in cycle I increased to 67.82% and there was another increase in cycle II to 82.40%. Based on these results, it is concluded that the Question Students Have strategy can improve mathematics learning outcomes for class VI students at SDN 11 Koto Salak.

Effect of retrieval practice and drawing on high school students’ conceptual understanding of the carbon cycle

Both learner-generated drawing and retrieval practice methods are effective to enhance science learning. To compare the impact of combining different drawing methods (representational drawing vs. abstract drawing) with retrieval practice on the carbon cycle learning, 136 Chinese high school students enrolled in a geography course were assigned randomly to six learning conditions: students built their mental models of the carbon cycle by either generating sketches with or without access to the text learning material introducing the carbon cycle (i.e., generative sketching vs. retrieval sketching), or by creating concept maps with or without access to the learning material (i.e., generative concept mapping vs. retrieval concept mapping), or students just freely recalled on what they have learned from the learning material by paragraphing (i.e., retrieval practice), or restudied the learning material with note-taking (i.e., restudy). Students’ learning outcomes were assessed by immediate and one-week delayed tests. Results revealed that no difference was found between the six conditions on the immediate test, whereas students in the retrieval practice condition with paragraphing significantly outperformed those who did not practice retrieval on the one-week delayed test. However, there was no difference between the two drawing conditions regardless of whether they were adopted with or without retrieval practice. Furthermore, the same pattern was found on the factual knowledge questions in both tests, but no main effect of condition was found on both the immediate and the delayed tests for the application questions. We conclude that retrieval-based drawing could be adopted for climate change education at the high school level.

EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ SYSTEMS THINKING PERFORMANCE IN ECOLOGICAL ISSUES

Exploring students’ systems thinking (ST) is essential in enhancing science learning, but existing studies have failed to understand students’ ST fully as it relates to ecological issues. This study aimed to fill the aforementioned literature gap by exploring lower-secondary school students’ ST regarding ecological issues. The Systems Thinking Test regarding Ecological Issues, which measures four ST skills (system organisation, behaviour, application, and evaluation), was administered to 1,092 lower-secondary school students. The results reveal low ST performance in ecological issues, with students finding it particularly difficult to identify interactions among components and understand system characteristics. Furthermore, most lacked reflective consciousness and consideration of the diverse dimensions of ecological issues, resulting in monocausal reasoning in system decision-making and evaluation. Comparatively, urban school students performed better than their rural counterparts; additionally, an item-level analysis revealed that climate warming was challenging for the students to understand. This study suggests that greater efforts should be made to address students’ drawbacks and that multi-perspectival teaching is necessary in the context of ecological issues. The addition of system decision-making and evaluation in assessments can enable a broader understanding of ST. Keywords: environment education, lower-secondary school, partial credit model, sustainable development, systems thinking

Toward a holistic vision on the nature of science in science curricula: an investigation of primary and middle school curricula in Turkey

ABSTRACT Background Nature of Science (NOS) is a significant research area as well as a curriculum theme in science education. Although many analyses of science curricula and their coverage of NOS exist, there are limited accounts of science curricula that take a broad and holistic vision on NOS. A recent framework called the ‘Reconceptualised Family Resemblance Approach to Nature of Science (RFN)’ provides such a broad account and covers the cognitive-epistemic and social-institutional systems of science. The cognitive-epistemic system consists of ‘aims and values’, ‘methods and methodological rules’, ‘scientific practices’, and ‘scientific knowledge’ while the social-institutional system consists of ‘professional activities’, ‘social certification and dissemination’, ‘social values’, ‘scientific ethos’, ‘social organizations and interactions’, ‘financial systems’, and ‘political power structures’. Purpose The empirical study reported in the paper aims to investigate the inclusion of NOS in the Turkish science curriculum by using the RFN. Design and Methods Turkish science curriculum used at primary and middle school levels were analyzed by content analysis. Findings The results suggest that the Turkish science curriculum emphasizes the cognitive-epistemic categories more than the social-institutional categories. The dominating RFN category in the science curriculum is scientific practices while the reference to political power structures is limited. Conclusion The paper contributes to understanding of how Turkish science curriculum covers NOS, and it has implications for international science curricula reform for an inclusive account of NOS that is likely to enhance science learning.