Field Of Science Education Research Articles

Thematic Analysis of Theses on Distance Education in Science Education

The aim of the study is to analyze the postgraduate theses in the field of science education within the scope of distance education. The document analysis method was used in this study, adopting a qualitative approach. Within the scope of the research, 50 theses that are suitable for the purpose reached by YÖK National Thesis Center with the words "distance education" and "science" constitute the documents of the study. The theses were coded according to type, research approach, sample, data collection tools, and data analysis methods and then subjected to descriptive analysis by determining their frequencies and percentages. As a result of the research, it was concluded that the theses examined were mostly master's theses; nearly 50% of them used qualitative research methods. In addition, "teachers” were mainly preferred as the sample. Also, concerning the chosen research design, the data collection tools, and data analysis methods were appropriately selected.

On the practice of integrated STEM education as "poiesis"

The value of science partly lies on the development of useful products for humanity's needs, but basic sciences cannot be said the "protagonists" of their obtention. Human history shows that these processes occur as a result of interactions between science and technology, mathematics, and engineering, as well as ethics and aesthetics. This network of disciplinary relationships facilitating the impact of scientific knowledge on human lives is at the center of discussions in the field of Science, Technology, Engineering, and Mathematics (STEM) education, and will be the focus of this article. Since the problems encountered in people's everyday activities cannot be solved with the knowledge and skill of a single discipline, there emerges an aim for general education to attain more holistic understandings required by human needs. Our conceptualization of STEM education, based on classical Greek philosophy, addresses this issue. We acknowledge that the traditional paradigm of monodisciplinary education, formed as a result of the separation of sciences over history, has been challenged in the last two decades with the rise of integrating approaches in science and technology education. STEM is consistently mentioned as a way for gaining the integrated knowledge and skills deemed important for the near future, but theoretical searches towards solving its basic problems are still ongoing and we take this as our general research problem. In this argumentative study, the philosophical approach proposed to shed light on STEM education practices is structured along two conceptual axes: integration of disciplines and inclusion of humanistic goals. Suitable foundations for our proposal are sought in Aristotelian philosophy: We use Aristotle's conception of a particular kind of human activity—poiesis, that aims to create "useful" and "aesthetic" products in order to propose an engineering "center" or "core" in the design of STEM school practices. Our model, labeled as "poietic" STEM, incorporates key elements of the nature of engineering; under the light of such a model, some aspects of what is called the "nature of STEM" are discussed. We conclude that, in an education envisaging more holistic approaches towards citizen literacy, it is necessary to connect the performance of STEM with responsible human interaction. In accordance with this requirement, our approximation to STEM centered on an epistemologically sophisticated conception of engineering makes room for fostering shared awareness in students.

Interpersonal communication as an acmeological problem in contemporary education

The aim of this study is to investigate and analyse interpersonal communication as a prominent issue in modern educational practice. The authors employed various general scientific research methods including analysis and synthesis, the comparative method, as well as the inductive and deductive approaches. Additionally, a theoretical analysis of relevant research by other scholars was carried out in the final stage of the study. Throughout the research, the authors identified different types of communication and barriers to effective communication. Furthermore, three aspects of a teacher's speech culture were identified. This study explores the educational perspectives within the field of educational science and the emerging scientific concept of educational acmeology in global educational research. The focus on educational acmeology addresses the objective of enhancing teachers' psychological and educational skills, professional competence and the interplay between education and psychology. The findings contribute to the development of professional and scientific relationships among teachers as a result of successful acmeological practices. The practical significance of this research lies in its potential application to examine interpersonal communication as an acmeological problem in contemporary educational settings.

A Bibliometric Analysis of Systems Thinking Research in Science Education 1991–2022

This study aimed to exhibit a bibliometric analysis of systems thinking (ST) research in the field of science education. A total of 340 articles from 201 sources indexed in the Web of Science database in the years 1991–2022 were used in the analysis. The analysis aimed to provide a review of systems thinking research in science education by identifying the dynamics of research by presenting the periodical process, current situation, and future directions. Research on systems thinking has been acknowledged to demonstrate a significant increase in recent years. Bibliometric data prove that systems thinking research concerning studies in science education exhibits a parallel increase too. This is mainly due to UNESCO’s (2015) declaration of The Education for 2030 Framework for Action. There systems thinking was defined as a key competency among eight competencies for education for sustainable development. Correspondingly, the analysis in this study suggests that systems thinking research in science education is a lively and developing subject in the past decade.

"Univers pedagogic": revista prezentului și viitorului. La 20 de ani

The text reveals certain considerations with reference to scientific publications, especially scientific journals in the field of educational sciences. In this context theretrospective of the evolution of the scientific journal of pedagogy and psychology “Pedagogical Universe”, successor of the scientific-methodical journal “Pedagogue”, and “The soviet pedagogue” is presented. Proposing to the general public the most relevant results of research in the field of educational theory and practice, these scientific journals have thus completed the field of educational sciences with valuable publications and expanded the area of interest for the educational space in the Republic of Moldova.

Using zoom as a computer-supported collaborative learning tool: modeling of relations between technology acceptance, knowledge-sharing behaviours, community of inquiry, and social interaction space

ABSTRACT This research, students’ technology acceptance, KSB, community of inquiry (CoI), and social interaction space situations were examined in collaborative learning where Zoom was used as a CSCL tool in computer programming courses, and the structural relationships between these variables were revealed. The research was carried out on 162 university students studying in the field of computer science education and taking computer programming courses through flipped learning. Within the scope of the research, the students were divided into CSCL groups of three and carried out collaborative learning. The study was carried out according to the correlational research method, and path analysis was performed. Research findings for the CSCL activities carried out in the Zoom environment has been determined that technology acceptance, KSB, CoI, and social interaction space are at a high level. According to the results of the research, it has been seen that the technology acceptance status of the students in the CSCL environment has a direct and high impact on the KSB, CoI, and social interaction space. In addition, it was found that the increase in students’ social interaction space perceptions in the CSCL process has a direct effect on CoI.

Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom

ABSTRACT Background In the field of science education, adults often set up practical-based activities with the idea of stimulating children’s reasoning and approaching science in a playful way. Although the potential role of objects in stimulating social practices has been considered in the literature, how teachers work on semiotic aspects of argumentation is still less explored. Purpose In this paper, the purpose is to identify how practice-based experiences settled up by teachers shape children’s argumentation in science education. Sample design and methods We analyzed argumentation in science tasks involving a total of 39 children (6–7 years old) and their three teachers, coming from two different classrooms of cycle 1 (Harmos, grades 3–4) 1 recruited in the French speaking-part of Switzerland. The tasks were video-recorded and then transcribed. Through the lenses of the pragma-dialectical approach, we selected the argumentative discussions emerging during the experiences and we performed a qualitative analysis of these interactions, by looking at different semiotic resources: speech, gaze direction, deictic gestures, and position of physical objects. Results The findings show that teachers play a crucial role in sustaining children’s argumentation by the integration of different semiotic resources during the activities. Conclusion As argumentation in classroom evolves through the mobilization of various communicative tools, the present study can contribute to strengthen the interplay between different channels of interaction during science education at primary school.

‘Sleep Blindness’ in Science Education: How Sleep Health Literacy Can Serve as a Link between Health Education and Education for Sustainable Development

Sleep disorders are risk factors for diseases such as dementia or diabetes, and cause enormous costs. Despite the crucial impacts of sleep on human health, there is little to no research on sleep and health in the field of science education. Although health education is an overarching goal of science education in school, the topic of sleep is rarely addressed. In the related field of medical education, empirical studies shed light on the impact of school projects concerning sleep health but are yet unrecognized by science education research. Systematic reviews demonstrate the effectiveness of school-based sleep education programs for increasing sleep knowledge but show contradicting findings regarding the impact on sleep behaviors. Lacking knowledge about healthy sleep is related to unhealthy sleep behavior. In this perspective article, we prepare the topic of sleep for the field of science education by presenting the state of research concerning sleep education. Using the connection between light pollution and sleep disruption, we present a concept of sleep health literacy in science education, argue for the implementation of sleep health literacy in science education curricula, and describe how the topics of sleep and light can serve as a link between health education and Education for Sustainable Development.

Recent Research Trends and Findings on “Interactive Learning” in the Field of Science Education in Japan

Recent Research Trends and Findings on “Interactive Learning” in the Field of Science Education in Japan

Requirements for Developing Programs and Standards for Science Teacher Preparation in Education Colleges in Light of NSTA 2020 Standards

her current era is witnessing a tremendous scientific and technological revolution in various fields of life, leading to rapid and consecutive changes that require the development and improvement of the education system in general, and teacher preparation programs in particular. The National Science Teachers Association (NSTA) in the United States has introduced standards for science teacher preparation since 2003, and these standards have been continuously developed until the 2020 version. These standards outline the knowledge and skills that science teachers should possess, serving as fixed evaluation points and an important input in science teacher preparation programs that align with the Next Generation Science Standards (NGSS). Therefore, the aim of this study, using a descriptive-analytical method, is to clarify the theoretical frameworks of NSTA standards, identify the current status of science teacher preparation standards in education colleges in Egypt, propose standards for science teacher preparation in education colleges in Egypt in light of NSTA 2020 standards, and extract the requirements for developing science teacher preparation programs in education colleges in Egypt based on NSTA standards. The study recommends the periodic modification of science teacher preparation standards in Egypt to keep pace with the knowledge related to science, technology, teaching, and society. This should be done by experts in the field of science education, taking into account the advancements in science and alignment with international standards such as NGSS and NSTA standards. Keywords: Teacher preparation program, science teacher preparation standards, National Science Teachers Association 2020 standards NSTA.

Scientific literacy: Its real origin story and functional role in American education

AbstractIt has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout the 1940s and 1950s. Exploring the historical circumstances of the phrase's introduction into popular discourse, it is argued, reveals that despite the rhetorical power and widespread adoption of the idea, scientific literacy (as others have pointed out) has proven to be little more than an empty slogan that offers no substantive guidance for thinking about the goals of science education. This essay argues that rather than continue to cling to the idea, the field of science education can more productively consider the most relevant and appropriate goals of science teaching by dispensing with the concept altogether.

‘Me hizo sentir como científica’: the expressed science identities of multilingual learners in high school biology classrooms

ABSTRACT To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms. Data from semi structured interviews were analysed through qualitative coding methods. Secondary data sources included field notes from observations conducted in each student’s classroom six times during the school year. Results revealed that all MLs expressed science identity indicators, including feeling like a scientist, having a personal interest in science, and seeing science as related to their worlds. Other important identity indicators were not expressed among all students, such as views of themselves as ‘good’ science students, doing or using science outside of school, and career aspirations. Over half of MLs cited language as a direct barrier to their science identities. The study makes several contributions to the field of science education, which are detailed. Implications are presented for nurturing MLs’ science identities in the formal classroom.

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

Digital technology development has led to the creation of various learning options in the<b> </b>science education<b> </b>field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.

Peluang dan Tantangan Kecerdasan Buatan Bagi Generasi Muda

Artificial Intelligence is the ability of computers to mimic human activities and execute tasks that normally require human intelligence. This service activity is a collaboration between young lecturers in providing understanding that is accommodated by the Strategic Studies Division of the Regional Leadership Council of the Indonesian Christian Youth Movement in South Sulawesi Province (DPD GAMKI SULSEL). The method is by way of Focus Group Discussion (FGD) with young lecturers from five universities in Indonesia. Based on the results of the FGD, the use of Artificial Intelligence for each field of science (Information Systems, Health, Education and Industry) has different roles and contributions. The use of Artificial Intelligence will benefit human resources if it is used according to the context of their knowledge. However, Artificial Intelligence can be dangerous if not used according to proper science. In using Artificial Intelligence, humans must understand their role as learners

Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning

Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning

Thematic Analysis of Research in The Field of Science Education Related to Engineering Design-Based Teaching in Turkey

Türkiye’de mühendislik tasarım temelli fen öğretimi (MTTFÖ) ile ilgili, 2013 ile 2022 yıllarını kapsayan 10 yılda yapılan çalışmaları analiz etmeyi amaçlayan bu araştırmada tematik analiz yöntemi kullanılmış olup, Ulakbim, DergiPark ve Google Akademi’de yer alan dergilerdeki makaleler ve Yüksek Öğretim Kurulu (YÖK) Ulusal Tez Merkezi’nde yer alan lisansüstü tezlerini kapsayan çalışmalar incelenmiştir. Yapılan taramalar sonucunda mühendislik tasarım temelli fen öğretimi ile ilgili yapılan 21 makale ve 19 tez olarak toplamda 40 çalışma araştırmaya dahil edilmiştir. Araştırma kapsamında incelenen çalışmalar matris kullanılarak analiz edilmiş, veriler içerik analizi ve betimsel istatistik tekniklerle çözümlenmiştir. Verilerin analizleri iki alan uzmanı tarafından gerçekleştirilmiş ve Cohen’s kappa katsayısı 0.80 bulunmuştur. Çalışmaların örneklemini en çok ortaokul öğrencileri ve öğretmen adaylarının oluşturduğu görülmektedir. MTTFÖ’ye dayalı materyallerin etkilerinin irdelendiği araştırmalarda öğrencilerin mühendisliğe yönelik algı ve tutumlarının yanında bu çalışmalarda asıl vurgunun öğrencilerin becerilerinin geliştirilmesi ve akademik başarılarına olan etkisinin irdelendiği ve daha çok MTTFÖ’nin bu iki değişkeni pozitif yönde etkilediği görülmüştür. Gelecek çalışmaların araştırma konuları arasında fen öğretim programlarının kazanımları ile MTTFÖ ilişkilendirilip bu yönde öğretmen ve öğrencilere yönelik rehber materyalin hazırlanması, 21. Yüzyıl becerilerinden yaşam ve meslek becerilerini hayata yansıtacak uygulamalara yer verilmesi şeklinde geleceğe yönelik öneriler sunulmuştur.

The unexpected subject

When an emotionally heated discussion erupts in the social science classroom, it can bring the teachers and students into a topic or question that none of them had foreseen. Within the research field of social science education there is a growing interest for these unexpected teaching situations. The aim of this theoretical article is to further develop didactical theory of the unexpected in social science education with an emphasis on the didactical why-question. By drawing on Hannah Arendt’s theory of the subject and action, the article outlines a perspective on the unexpected in social science teaching. This perspective highlights how students’ actions can be understood as a distinct revealing of the individual that is unique, risky, and unexpected. The article puts this Arendtian perspective in relation to the citizenship ideal of the “the reflective spectator” that has been formulated within the research field. The article ends with a discussion on how to understand the conflict between different ideals of citizenship in the research field of social science education.

A Review of Jerry Wellington’s Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches

Jerry Wellington’s “Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches” is a resource book for the teachers and teacher educators working in the field of science education. It has introduced the recent issues and hands on activities for teaching science primarily, considering the secondary level students. Jerry Wellington taught science at the school level and is now teaching education at the university level. The author has written so many books before and this science teaching book has been published in New York, London and Canada. It has been published in the print version and e-book version for available for all. It has tried to develop teachers as trainers and mentors. It has tried to cover the ten areas such as planning and managing, differentiation and special needs, practical work…and what it is for, investigations, Information, Communication and Technology (ICT) in science teaching and learning, building on children’s prior learning, handling controversial issues, language in science education, the nature of science, why to teach science . . . and why it is to learn¿ The writer focuses on the contemporary issues of teaching science which are seen quite relevant in the context of teaching science eduaction at both the school and university levels. The book is equally useful for university-level students who are going to be school and university-level science teachers to understand the issues of teaching and to select and use the approaches and methods for teaching science. Due to changes in society and the changes in Science and Technology, science teaching has been complex for novice secondary-level science teachers. They need to understand the recent issues and be familiar with the practical approaches. In this sense, this book provides support to the trainee science teachers on how to instruct in the classroom using innovative ways, how to use new teaching strategies for successful science teaching, how to use ICT in science teaching, how to plan science teaching, what types of questioning strategies to be used in science teaching, how to motivate students 82 A Review of Jerry Wellington’s Teaching and Learning Secondary Sci... toward knowledge construction and how to develop collaborative and cooperative though among students. This book recommends a variety of techniques including field trip, laboratory techniques, science competitions, and different ways of assessments. In this review, we have focused on three pertinent themes of the book: Arguments of teaching and learning, the beneficieries/recepients of science and the science curriculum development.

Investigating Preservice Chemistry Teachers’ Understanding and Views about the Diversity of Scientific Methods

The diversity of scientific methods has received increasing attention in the field of science education. This paper aimed to investigate how preservice chemistry teachers perceive scientific methods and their diversity. Based on the theoretical framework of Brandon’s Matrix and previous research, two tasks (i.e., Task 1 “understanding of the components of Brandon’s Matrix” and Task 2 “views on the diversity of scientific methods”) and follow-up interview questions were developed in this study as research instruments. 130 preservice chemistry teachers from two universities in China were selected as participants. The statistical results of the questionnaire survey revealed that the participants showed a relatively satisfactory understanding of the components of Brandon’s Matrix, and they judged the hypothesis testing more accurately than variable manipulation. However, the majority of participants held relatively naive views on the diversity of scientific methods, suggesting that they endorsed the idea of “the scientific method”. Moreover, it was found by in-depth interviews that four typically held reasons led to the misunderstanding of scientific methods by preservice chemistry teachers, namely, misinterpreting the liberal meaning of item scenarios, misconceptions in identifying the “variable manipulation”, grade disparity in the scientificity, and past learning experience in chemistry. At the end of this paper, the implications of the findings and the suggestions for further research were discussed.

The Impact of Online Technologies Supported by the Teaching of Poetry Poetology on the Achievements and Attitudes of Students

The traditional face-to-face learning approach, which has been practiced for centuries, is gradually being replaced by a new learning approach. Today's technology and research in the field of educational sciences show that the use of the Internet and information technologies in the field of education will have a direct impact on students' achievement and attitudes. Within this context, this study aims to examine the effect of online teaching approach on the achievement, attitude towards poetry and learning retention of university students on the subject of 'Abai Qunanbaiuly Poems' in Kazakh Language Literature course. For this purpose, pretest-posttest model with control group from quasi-experimental models was used in the study. In the study, the subject of 'Abai Qunanbaiuly Poems' in the experimental group was taught by online teaching method and the same subject in the control group was taught according to the instructions of the existing curriculum. The study was conducted on a total of 60 students in the Kazakh Language and Literature department of a university in Almaty. Academic Achievement Test and Attitude Scale towards Poetry were used to collect data. According to the findings of the study, it was found that the online teaching approach increased students' achievement, attitudes towards poetry and learning retention at a high level compared to the current curriculum-based education. Therefore, as a result of the research, it was revealed that online learning positively affects students' academic achievement, attitudes and learning retention in Kazakh Language Literature course and recommendations were developed in this context.