Science Education Research Articles

TEACHER-STUDENT RELATIONSHIP AND ACADEMIC EMOTIONS AS PREDICTORS OF LEARNING ATTITUDE OF STUDENTS IN SCIENCE

This study aimed to investigate the influence of teacher-student relationships and academic emotions on the learning attitudes of Grade 10 science students in four public secondary schools in Davao del Norte, Philippines. Using a descriptive-correlational design and validated questionnaires, data were collected from 301 students. The instruments used were the Teacher Student Relationship Inventory (S-TSRI), the Academic Emotions Scale (AES), and the Attitude Towards Science Learning (AtSL) questionnaire. The study revealed that the respondents’ teacher-student relationship is highly extensive, academic emotions are felt and learning attitudes in science are evident. Moreover, the results show that both teacher-student relationships and academic emotions significantly predicted learning attitudes towards science. The study concluded that strong teacher-student relationships and positive academic emotions are crucial factors in fostering positive learning attitudes towards science. Lastly, students, parents, teachers, school administrators, DepEd officials, and other researchers would all benefit from this study by learning more about the factors that affect student’s learning attitude. The study recommends that schools prioritize fostering positive teacher-student relationships, promoting positive academic emotions, and implementing strategies to enhance student engagement in science. KEYWORDS: science education, teacher-student relationship, academic emotions, learning attitude in science, grade 10 students, descriptive and correlational design, regression analysis, Sto. Tomas, Davao del Norte, Philippines

Dropping gems: How a critical community of practice supported science teacher leaders to develop resources for anti‐racist science teaching

Dropping gems: How a critical community of practice supported science teacher leaders to develop resources for anti‐racist science teaching

An Exploratory Study Into How Students Perceive Chemistry at a Cutting-Edge Science and Technology Higher Education School

An Exploratory Study Into How Students Perceive Chemistry at a Cutting-Edge Science and Technology Higher Education School

Real-world implementation of pain science education and barriers to use in private practice physiotherapy settings: an Australia-wide cross-sectional survey.

Physiotherapists are critically positioned to integrate education into patient care, including pain science education (PSE) to enhance management and outcomes. Anecdotally, many physiotherapists report difficulty providing PSE in private practice settings. Here, we aimed to explore current PSE use, knowledge, and barriers to implementation. A nationwide online (Qualtrics) survey of PSE-trained Australian private practice physiotherapists assessed use, knowledge (revised Neurophysiology of Pain Questionnaire [rNPQ]), concept application, implementation barriers, and resource awareness/use/preferences, exploring associations with individual/clinic-level factors (clinical experience, PSE training, work location). A total of 278 physiotherapists (62.9% female, 39.4 [11.8] years, 15.2 [11.6] years of experience, 37.2% rural/remote) completed the survey. Pain science knowledge (rNPQ: mean 10.4 [2.2]/13) and perceived PSE competence was high, although 30% supported inaccurate PSE concepts. Pain science education training via professional development course was associated with higher knowledge relative to university training (multivariable; β = 1.337, P < 0.001). Physiotherapists reported providing PSE to 61% of patients, with patient-related barriers (expecting other treatments: 94%; previous negative/contradictory PSE experiences: 89%), clinic-level barriers (time constraints: 77%; insufficient billing schedules: 57%), and clinician-specific barriers (difficulties identifying/addressing patient maladaptive beliefs/behaviours: 53%; cultural/demographic translation challenges: 46%) reported. Fewer years of clinical experience was associated with heightened worry that providing PSE might go wrong (multivariable; β = -0.034, P = 0.010) and/or damage therapeutic relationships (multivariable; β = -0.049, P < 0.001). Physiotherapists were aware of over 100 PSE resources, with varying levels of perceived use/effectiveness, yet were largely unaware of educational strategies. Physiotherapists called for reduced complexity and greater ability to individualise PSE resources. Findings will guide improvements in PSE training/resources, to maximise physiotherapists' confidence and preparedness to effectively implement PSE.

Conceptual Change in Science Education: From Cold to Hot Approaches

Science education research finds that children may generate misunderstandings about certain scientific concepts based on their personal experiences prior to formal schooling. These misconceptions may present students with learning difficulties and barriers to deep comprehension of scientific knowledge. In response to this issue, researchers advanced the method of conceptual change instruction to help students shift from scientifically incorrect pre-instructional knowledge structures to scientifically accepted ones (Pacaci et al., 2024). Conceptual change has been deemed an effective approach to boosting students’ science literacy by improving teaching and learning in science education (Duit &amp; Treagust, 2003; Treagust &amp; Duit, 2008). Duit contended that conceptual change was not about an exchange of pre-instructional conceptions for the science concepts, but rather conceptual learning pathways from students’ pre-instructional conceptions to the science concepts to be learned (Duit, 1999; Duit &amp; Treagust, 2003). Conceptual change studies can be traced back to the 1970s. There have been diverse perceptions of conceptual change in researchers, leading to the development of a variety of conceptual change strategies in science education.

Spatial and social relevance perceptions by pre-service teachers of learning about oil palm management as a local or nonlocal socioscientific issue

IntroductionPre-service teachers (PST)' perceived relevance of learning about environmental socioscientific issues (SSI) can be an indicator for their motivation to act as change agents. Until now, science education (research) has often addressed the relevance for learning about SSI insufficiently differentiated regarding spatial and social dimensions. However, theoretical frameworks suggest that such differentiation enhances meaningful teaching and learning. This study investigated how local, national, and global subdimensions of spatial relevance as well as individual, societal, and professional subdimensions of social relevance influence PST' relevance perceptions of learning about SSI. Additionally, we examined how relevance perceptions vary depending on whether the SSI is local or nonlocal to PST. We specifically investigated Indonesian PST' relevance perceptions of learning about oil palm management (OPM), a local SSI for PST of one university and a nonlocal SSI for PST of two other universities.MethodsThe PST participated in a 5-week socioscientific inquiry-based educational unit on OPM in curricular courses (N = 111). We followed a mixed-method approach, employing measurements of utility value. Utility value is a specific construct of perceived relevance, which refers to the usefulness of learning about objects for a person's life, profession, and society. Quantitatively, we conducted pretest-posttest-follow-up surveys on PST' perceived utility value for learning about OPM over time. Qualitatively, we analyzed responses to a utility value reflection task that was integrated into the unit.ResultsOverall, the unit increased PST' utility value over time. Local PST perceived lower utility value for learning about OPM than nonlocal PST. In the task responses, local PST referred more to the local subdimension, whereas nonlocal PST referred more to the national subdimension. Nonlocal PST' societal and professional utility value increased stronger over time compared to local PST.DiscussionWe discuss potential reasons for local PST' lower relevance perceptions, e.g., personal experiences and skepticism through local embeddedness. Our findings on relevance perceptions among local and nonlocal PST underscore the importance of spatial- and social-sensitive SSI education. We point out practical implications for promoting relevance perceptions considering local and nonlocal PST. Moreover, we suggest research directions for more differentiated relevance research in science education.

Exploring the Preservice Teachers’ Work to Label the Plants in the Faculty Garden

This descriptive qualitative case study aims to find out the pre-service science teachers (PST)’ confidence about instructional practice in outdoor setting, their knowledge about the plants and it explores the two research questions: To what extent do the preservice science teachers have confidence to teach in the outdoor settings? (1) and What are the preservice teachers’ knowledge about the plants that they see on a daily basis? (2). To do this, it was reported the entire activity of two voluntary pre-service science teachers (PST)’ work to label the plants at the faculty garden. The data collection encompassed rounds of semi-structured interviews, observations and a portfolio was prepared. The protocol addressed preparation for the connection to everyday life, their General Biology Course and for their collaboration. Preservice science teachers labelled in total 124 plants from 14 species by focusing on mostly the trees. They reported that their main challenge is to label the family Pinaceae, although they have seen these plants almost daily for over two years. They reported that this practice-based instructional work at the faculty garden enhances their knowledge and confidence to teach in the outdoor settings. Keywords: biology education, outdoor learning environments, out-of-school teacher education, pre-service teacher education, science education

Application of Experimental Methods in Science Learning to Improve Early Childhood Thinking Skills

This study aims to: 1) provide a description of the application of experimental methods in science learning to improve early childhood thinking skills; 2) knowing the Supporting Factors and Inhibiting Factors in the Application of Experimental Methods in Science Learning to Improve Early Childhood Thinking Skills. The research subjects consisted of three information people, namely 2 teachers and 1 principal. The experimental method was chosen because it is considered to be able to provide direct experience that stimulates children's active involvement in learning, so that it can increase their understanding of science concepts in depth. This study uses a qualitative descriptive approach, collecting data through observation, interviews, and documentation. The results of the study show that the application of experimental methods in science learning is able to improve the ability to think critically, logically, and creatively in early childhood. The main supporting factors for the success of this method are the availability of adequate facilities and infrastructure, as well as the active involvement of teachers as facilitators. The obstacles faced include a lack of time in implementing the experiment and limited teachers' understanding of the use of this method.

Comparative Study on HPSS Content in Current and Previous Chinese High School

Chinese 2017 General High School Physics Curriculum Standards explicitly include understanding the nature of science (NOS) as core literacy for students. History, philosophy of science, and sociology of science (HPSS) education is an important way to promote students’ understanding of the nature of science. In this context, this study analyzed the content of HPSS in two physics textbooks before and after the promulgation of the new curriculum standards using a content analysis method based on the analytical framework of HPSS. The analysis compares the number and copiousness of HPSS content in the current high school physics textbooks published in 2019 and the previous edition of high school physics textbooks published in 2004. The presentation of this HPSS content was also analyzed. It was found that there was an increase in HPSS content in the new edition of the textbook compared to the old edition, mainly a decrease in the history of science content and an increase in both the philosophy of science and sociology of science content. The HPSS content copiousness was low in both the old and new editions of the textbook. Finally, the distribution of the respective sub-dimensions of the HPSS was very uneven.

The influence of a STEM unit on the interest in and understanding of science and engineering between elementary school girls and boys

Integrating hands-on Science, Technology, Engineering, and Math (STEM) education with a focus on the engineering design process into elementary school curricula has been associated with positive outcomes, including enhanced student understanding and increased interest in the topics. Here, we evaluated third grade student interest and perceived knowledge before and after a STEM unit on roller coasters and engineering was taught in this mixed-methods study. Pre and post instructional survey responses were compared and case studies were developed to determine student interest in and perceived understanding of STEM subjects, specifically science and engineering, before and after the unit. The study explores gender differences among students, aiming to identify variations in the impact of the STEM unit on boy and girl students. Prior to engaging in this unit, boys demonstrated higher interest in science and engineering than girl students. Post-unit, girls increased their interest in science and engineering at a higher rate than their boy counterparts. Students self-reported gaining knowledge about STEM subjects as a result of their participation in this unit. These findings were substantiated through the analysis of pre- and post-unit surveys as well as detailed case studies conducted on six students participating in the instructional unit. This study demonstrates the positive impact of engaging in a STEM unit on elementary school students’ interest in and knowledge of STEM subjects such as science and engineering. The findings underscore the importance of introducing STEM concepts at the elementary school level. Girl participants demonstrated an increase in interest at a higher rate than their boy peers, demonstrating the importance of teaching girls STEM from a young age. Therefore, teaching STEM and engineering units to elementary school students can have a strong impact on both girl and boy interest in and understanding of science and engineering.

Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development

Educators worldwide are using a variety of approaches to develop students’ 21st century skills, better known as the 4Cs: communication, collaboration, critical thinking, and creativity. As part of a larger QUAN-QUAL mixed method study, this paper describes urban Bangladeshi students, teachers, and site coordinators’ thoughts about the influence of a six-month inquiry-based learning (IBL) science project on middle and high students’ 4C skill development. We analyzed survey data from 109 students and 20 teachers, interview data from site coordinators, and Zoom transcripts to identify areas of growth. Students reported that the project fostered the development of communication and collaboration skills. We also noted gains in critical thinking and creativity skills. Nonparametric statistics confirmed that grade levels have a statistically significant effect on the 4C skills development. However, curriculum type (British vs. National) did not have a considerable influence, showing that teachers can use IBL projects to develop 4C skills regardless of curriculum variations. This study highlights the benefits of providing teachers with professional development that targets design and implementation of IBL to foster 4C skills development across content areas and educational settings.

An evolutionary game theory analysis on the environmental impact of discharging Fukushima's nuclear wastewater: International stakeholders and strategic dynamics.

On August 24, 2023, Japan controversially decided to discharge nuclear wastewater from the Fukushima Daiichi Nuclear Power Plant into the ocean, initiating intense domestic and global debates. This study employs a mixed-method approach, integrating quantitative evolutionary game theory and qualitative data analysis to explore the strategic dynamics among Japan, other nations, and the Japan Fisheries Association regarding this decision. The data includes international environmental reports and economic statistics, served as the basis for simulating decision-making processes under various legal, economic, and environmental pressures. The evolutionary game theory model is used to predict and analyze three evolutionarily stable strategies (ESS), detailing the transition from the initiation to cessation of wastewater discharge. These strategies highlight the necessity for international cooperation, rigorous scientific research, public education, and effective wastewater treatment methods. This study aims to provide both a theoretical framework and practical guidance to foster a global consensus on nuclear wastewater management, which is vital for marine conservation and sustainable development.

Student Teachers’ Pedagogical Content Knowledge, Beliefs, and Practices Within the Context of Lesson Study

ABSTRACT The purpose of lesson study (LS), which aims to enhance student learning, is to develop teachers’ teaching competencies. Despite an expanding body of research on lesson study, few studies have delved into how the components of lesson study can be leveraged to promote student teachers’ pedagogical content knowledge (PCK) in science classrooms. This case study aimed to investigate how LS fosters PCK, particularly concerning the dynamic interplay between teachers’ knowledge, beliefs, and practices. The participants consisted of two student teachers, two cooperating teachers, and a university mentor. To analyze the data from content representations, lesson plans, interviews, and observations, inductive analysis was utilized. The findings revealed that reflecting on student learning is essential for adjusting instruction and anticipating challenges enables proactive preparation. Collaborative learning spaces, especially partnerships between cooperating teachers and student teachers, cultivate positive learning environments and innovative teaching strategies. Open-mindedness within the learning community is vital to developing PCK in student teachers. This study suggests that by incorporating these key elements into teacher education programs, we can better prepare science teachers to be adaptable, reflective, and collaborative practitioners who can effectively meet the diverse needs of their students.

The Diffusion of Digital EdApp-Based Learning Motivation Innovation for Students' Social Science Learning Outcomes (Literature Studies)

The Diffusion of Digital EdApp-Based Learning Motivation Innovation for Students' Social Science Learning Outcomes (Literature Studies)

Middle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy

ABSTRACTScience learning motivation refers to the drive and enthusiasm that students exhibit towards learning science. Science learning competencies, on the other hand, are the skills and knowledge enabling students to understand and apply scientific concepts effectively. Digital literacy, defined as the ability to effectively use digital tools and resources, has emerged as a crucial skill in modern education. Digital literacy can bridge the gap between motivation and competencies by providing students with the tools they need to engage more deeply with scientific content. Given its significance, exploring the mediating role of digital literacy in the relationship between science learning motivation and competence is essential. Hence, we aimed to test the mediating role of digital literacy in the relationship between middle school students' science learning motivation and science learning competencies. To test these relations, we adopted the correlation design of the quantitative research method. The sample consisted of 471 middle school students. Science learning motivation scale, competence scale for learning science, and digital literacy scale were used to collect data. The hypothesis model was tested by using covariance‐based structural equation modeling (CB‐SEM). The results showed that science learning motivation is correlated with students' science learning competency (r = 0.891, p &lt; 0.05) and digital literacy (r = 0.538, p &lt; 0.05). Also, digital literacy partially mediates the relation between science learning motivation and science learning competency (r = 0.757, p &lt; 0.05). These findings highlight the importance of fostering digital literacy in educational settings to enhance students' motivation and competency in science learning. Educators and policymakers should integrate digital tools and resources into the curriculum to create a more engaging and effective learning environment, thereby bridging the gap between students' motivation and their ability to master scientific concepts.

A Review of Research on Engineering in K‐12 Science Education

ABSTRACTThe purpose of this study is to explore trends in interrelated engineering education and science education research within six science education research journals across the first decade since the release of the Framework for K‐12 Science Education and the Next Generation Science Standards. Journals were selected using a combination of impact factors and random sampling. The resulting qualitative systematic review exposes trends that arose and fell among science education journals and scholars as reflected in 141 articles published between 2011 and 2024 in the Journal of Research in Science Teaching, Science Education, the International Journal of Science Education, School Science and Mathematics, the Journal of Science Teacher Education and Cultural Studies of Science Education. Through the analysis of 289 published research questions and purposes, themes of research and stakeholder foci were developed to uncover trends in research across this timespan. The greatest proportion of research examined student learning of science content through engineering experiences and teacher practice concerning science and engineering adjacent learning. Gaps in the literature are also described including studies in greater need of focus, most notably those that examine the roles of communities, families, learner agency, and access to engineering and science. Findings illuminate a need for improved resonance between the calls of policy for advancing access to science, STEM, and engineering education and literacies and research that remains most focused on traditional settings and structures.

What knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school

Teacher knowledge is vital to provide meaningful learning opportunities. In this case study, a secondary education teacher’s knowledge about how to teach the concept of ecosystems from a river is explored. A category system drawn from the literature about science teacher knowledge was used for the analysis. Science teaching requires teachers to have content and pedagogical content knowledge. The identification of these knowledge elements and their relationships has allowed to draw didactic implications so as to improve science teacher training.

Development of Interactive E-Books Based on Problem-Based Learning on the Material of the Earth's Surface Layers

Limited sources of interactive electronic-based teaching materials can result in low cognitive learning outcomes for students, especially in science learning. This study aims to describe the development design and test the feasibility and effectiveness of Interactive E-Books based on Problem Based Learning in improving science learning outcomes in grade V students of SDN Ngijo 01 Semarang City. This research and development (RnD) study uses the Borg and Gall model. Data collection techniques are tests and non-tests, tests with (pre-test and post-test), and non-tests in the form of observations, interviews, questionnaires, and documentation. Data analysis was carried out using normality tests, t-tests, and N-Gain. The results of the study indicate that the development design of Interactive E-Books based on Problem Based Learning was successfully developed with the Canva and Flipbook applications, its components such as the main page, foreword, advantages of e-books, table of contents, instructions for use, activity instructions, achievement indicators, concept maps, materials based on Problem-Based Learning syntax, interactive learning videos, LKPD, educational games, and developer profiles. The feasibility of the interactive e-book from material and media experts is very feasible, supported by teacher and student assessments, which also show a very feasible category. The novelty of this study lies in the presentation of material that applies the syntax of the Problem-Based Learning model, which includes stimulus variations, grouping, presentation of results, and reflection, as well as the integration of interactive elements such as images, videos, and sounds. There are interactive edugames to facilitate understanding of the concept of the earth's surface layers. The effectiveness of the E-Book is shown by an increase in value of (15.25) supported by the results of the t-test (0.001) and the N-Gain score of (0.50) in the medium category. The research that has been conducted shows that the conclusion of this study shows that the Interactive E-Book based on Problem Based Learning has been successfully developed, is very feasible, and effective in improving the science learning outcomes of grade V students of SD N Ngijo 01 Semarang City on the material of the earth's surface layers.

Development of Thematic Learning Using the Field-Trip Method Assisted by the Surrounding Environment to Improve Students' Scientific Literacy Abilities

The purpose of this study is to produce learning tools with a field-trip learning method assisted by the surrounding environment to improve students' scientific literacy skills. The learning tool developed in this class VI material has the theme of saving living things with the subtheme of plants, friends. Development device learning refers to the Borg &amp; Gall model which consists of 7 steps. Thematic learning tools with the field-trip method assisted by the surrounding environment were validated by 3 expert validators in the fields of science, language and instructional design learning so that results that met the following valid success criteria were obtained: Syllabus 4.48 (very good category), RPP 3.95 (good category), student teaching materials 3.81 (good category), and LKS 4.35 (very good category). The results of the effectiveness test of the learning tool were carried out on grade VI students of SDN Dampyak 02, resulting in an increase in scientific literacy skills of 4.14 (good category). Effectiveness was also obtained when teachers managed learning by 4.56 (very good category). The level of practicality of the field trip method during learning was 4.14 (good category), 4.30 (very good category). Thus, the overall learning tools of the field trip method developed are valid, effective, and practical.

Effectiveness of treatments teaching the topic ‘cell division’ in improving students’ academic performance: a meta-analysis study

ABSTRACT Background Science educators have tested several alternative pedagogical treatments (e.g. brain-based learning, computer-assisted instruction, and modelling) with different grades and implementation durations to improve students’ academic performance and overcome their alternative conceptions of the topic ‘cell division’. However, the relevant literature has not explored the degree to which the treatments improve participants’ academic performance. Thus, the current meta-analysis study handles this unexplored issue to fill in an important gap in the related literature. Purpose The study aimed to explore the effectiveness of the treatments teaching the topic ‘cell division’ in improving students’ academic performance throughout a meta-analysis. Sample The corpus of the data consisted of 47 experimental studies extracted from well-known educational databases (e.g. ERIC and Taylor & Francis) via the keyword patterns. Design and Methods This study used the meta-analysis method to calculate effect-sizes (Hedges’ g) of 47 experimental studies (k = 49) and compare them in regard to moderator variables. Results The overall effect-size of the treatments was found to be 1.392 and labelled under the very large effect. Also, the findings of the moderator variables indicated that educational level (Qvalue = 6.527; df = 2; p < .05) and implementation duration (Q-value = 8.300; df = 2; p < .05) significantly moderated the students’ academic performance through the treatments, whereas the type of treatment was non-significant (Q-value = 4.656; df = 6; p > .05). Conclusion The overall effect-size of the treatments points to a higher effect (a very large) in the students’ academic performance of the topic ‘cell division’ that means a better improvement than a traditional instruction. Thus, they have challenged the difficulties and dilemmas of a traditional instruction that makes little contribution to the students’ academic performance of the topic. Similarly, a U-shaped developmental curve of the mean effect-sizes of educational levels illuminates the need and prominence of this topic (with fundamental concepts) for middle school.