Science Learning Experiences Research Articles

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

Personalised learning and artificial intelligence in science education: current state and future perspectives

This paper presents a comprehensive examination of the integration of artificial intelligence (AI) in science education and its impact on personalised learning. The research explores current applications, challenges, and future perspectives of AI technologies in educational settings. Through a systematic literature review, we identify the advantages of AI, such as enhanced individualised instruction, data-informed insights, and increased student engagement. The study combines quantitative and qualitative analyses, case studies, expert interviews, and technology assessments to offer a multidimensional understanding of AI's role in personalising science education. Despite the potential benefits, the research highlights barriers, including financial costs, infrastructure requirements, data privacy, and the need for teacher training. The future of AI in education suggests a trajectory towards advanced personalisation capabilities through adaptable learning systems, virtual tutors, and immersive learning environments. We underscore the importance of addressing the identified challenges to fully realise the transformative power of AI in science education. The findings illustrate that, with thoughtful implementation, AI holds promise for tailoring science learning experiences, making them more effective, inclusive, and engaging for students of varied needs and abilities.

STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM

AbstractThis meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

Predictors of science identity in primary school: epistemological beliefs, competency beliefs, and science learning experiences

ABSTRACT Science identity helps explain the attitude students have towards science, assessing how and why they choose to engage with it both inside and outside of school. Over time, each student develops an identity as a scientist based upon perceptions held by themselves and others. Students’ science identity may vary depending on their gender, educational opportunities, and epistemological beliefs. For this reason, the study investigated the predictors of primary school students’ science identity. A total of 775 primary school students aged 9–12 from the Turkish sample participated in the research. Structural equation modelling was used to examine the predictors of science identity. Findings showed that science identity is related to epistemological beliefs, science competence, and optional science learning experiences. Accordingly, the models used to explain science identity can be expanded with belief, competence, and experience variables. The current study has contributed to the understanding of the science identity in primary school students and has provided insights into the science identity of children in Turkey as an Eastern society.

An identity project: a case study of two inservice elementary stem teachers’ experiences with a comprehensive professional development

This paper describes the experiences of two teachers, Ms. Santiago and Mr. Jelenik, who participated in a comprehensive National Science Foundation-supported science, technology, engineering, and mathematics (STEM) professional learning experience. This comparative case study describes how Ms. Santiago and Mr. Jelenik leveraged the justice-oriented curriculum of a STEM professional learning opportunity to transform their identities as educators while influencing their instructional practices. The professional learning experience included access to a justice-oriented curriculum introduced through monthly content-focused experiences, regular faculty learning communities, and support from an expert onsite coach. Evidence of transformed identities and instructional practices is derived from semi-structured in-depth interviews and video recordings of classroom teaching and learning. Analysis of the interview data suggests that Ms. Santiago and Mr. Jelenik found the professional learning experience transformative and that the experience served as a pedagogical identity project. Evidence from the classroom videos suggests that Ms. Santiago and Mr. Jelenik’s instructional practices shifted, becoming more justice-oriented and student-centered. Moreover, Ms. Santiago’s practices shifted in a manner more aligned with an engaged teaching approach. We conclude that the comprehensive STEM professional learning experience served as a pedagogical identity project while positively influencing the instructional practices of Ms. Santiago and Mr. Jelenik. Implications for preservice and in-service teacher education are discussed.

How are social context factors related to epistemological beliefs, motivations, and achievement in science? A serial mediation model

ABSTRACT Background Epistemological beliefs and motivational factors are significant predictors of achievement in science. Purpose To understand how social context factors shape epistemological beliefs and motivational factors and how they pass the influences to achievement in science. Sample A population of ninth graders in an underdeveloped region of southwest China (N = 2655). Design and Methods With science achievement test scores and survey data from the sample, we built a structural equation model on how the students’ epistemological beliefs and motivational factors mediate the effects of a set of social context factors on their achievement in science. Gender and rural-urban differences are also explored. Results Intrinsic motivation and epistemological beliefs significantly predicted achievements in science. Epistemological beliefs directly and indirectly affected achievement in science, with intrinsic motivation mediating its indirect effects. Among the social context factors, teacher influence and informal learning experiences positively predicted epistemological beliefs; family encouragement negatively predicted epistemological beliefs; only informal learning experiences directly affected intrinsic motivation. Significant rural-urban and gender differences were found. Conclusion Access to informal science learning experiences can play a crucial role in transforming the social environments in underdeveloped regions, promoting students’ epistemological development and intrinsic motivation, and, in turn, their achievement in science. Fostering students’ epistemological development may also require identifying and reconciling the conflicts between epistemological messages from home and school.

Unraveling high-school students’ learning experiences in English, Science, and Math: a mixed methods study

Unraveling high-school students’ learning experiences in English, Science, and Math: a mixed methods study

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Outdoor environmental education (OEE) programs can provide a valuable entry point for youth of color and girls who may have felt excluded and/or marginalized from traditional science learning experiences. This study investigated: (1) Can OEE programs contribute to the development of positive dispositions toward science and the environment?, and (2) Are there differences in effects by racial/ethnic and gender identity, or interactions thereof? Youth (n = 457; grades 4-6, approximate ages 9-12) reported their dispositions toward science and the environment along 5 scales before and after participating in OEE programs. Results found growth across all subscales for youth overall. Girls showed stronger effects than boys, and youth of color showed stronger effects than White youth. Girls of color showed particularly strong growth in Comfort in Nature. The implications of these results, particularly as a challenge to long-standing biases and inequities in the field, are discussed.

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.

Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule‐based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT‐enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self‐regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule‐based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notesWhat is already known about this topic AI technologies have been used to support student self‐regulated learning (SRL) across subjects. SRL has been identified as an important aspect of student learning that can be developed through technological support. Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback. What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students. The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule‐based AI chatbot. The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits. Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL. Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses. It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching.

Enhancing Education in Elementary Schools through Gamified Learning: Exploring the Impact of Kahoot! on the Learning Process

The integration of technology in educational settings has gained popularity, aiming to enhance student engagement and motivation. Kahoot! digital tool activities have emerged as a favored choice for creating dynamic and captivating learning environments. This study investigates the impact of incorporating Kahoot! on students’ learning outcomes and motivation to learn science. The research utilized a quantitative methodology, collecting data through pre- and post-questionnaires administered to both experimental (N = 53) and control groups (N = 56). This study identified that integrating Kahoot! activities led to a significant improvement in students’ grasp of scientific concepts and principles. Moreover, a noteworthy increase in self-efficacy, interest, and enjoyment levels was observed among students in the experimental groups. This indicates that Kahoot! activities not only enhance students’ understanding of scientific concepts but also amplify their motivation to engage with the subject matter. This study also explored potential demographic variables that could influence these outcomes. Notably, the findings suggest that grade level plays a role in students’ motivation to learn science. In conclusion, this study underscores the potential of Kahoot! activities to positively influence students’ science learning experiences, emphasizing the importance of cultivating dynamic and captivating learning environments.

Myths and matters of science education: a critical discourse on science and standards

In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn’s Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards. I draw on Winburn’s astute observations about the narratives and epistemologies that shape our current science standards as a springboard for diving deeper into questions about the ways of knowing and types of knowledge traditions that are uplifted in US science education. Through a dialogic process, I outline a critical analysis of the myth of neutrality, the prioritization of epistemologies, and the standardization of learning ingrained in traditional science curricula. I conclude by building on Winburn’s hopes for science education with my own aspirations for bringing joy into our collective science learning experiences.

High school teachers’ data set aesthetics

PurposeWith increased focus on data literacy and data science education in K-12, little is known about what makes a data set preferable for use by classroom teachers. Given that educational designers often privilege authenticity, the purpose of this study is to examine how teachers use features of data sets to determine their suitability for authentic data science learning experiences with their students.Design/methodology/approachInterviews with 12 practicing high school mathematics and statistics teachers were conducted and video-recorded. Teachers were given two different data sets about the same context and asked to explain which one would be better suited for an authentic data science experience. Following knowledge analysis methods, the teachers’ responses were coded and iteratively reviewed to find themes that appeared across multiple teachers related to their aesthetic judgments.FindingsThree aspects of authenticity for data sets for this task were identified. These include thinking of authentic data sets as being “messy,” as requiring more work for the student or analyst to pore through than other data sets and as involving computation.Originality/valueAnalysis of teachers’ aesthetics of data sets is a new direction for work on data literacy and data science education. The findings invite the field to think critically about how to help teachers develop new aesthetics and to provide data sets in curriculum materials that are suited for classroom use.

At the Intersection of Science and Education: The Process of Scientists and Educators Co‐developing Authentic Learning Experiences for K‐16 Students

AbstractStudents lose interest in science as they progress from elementary to high school. There is a need for authentic, place‐based science learning experiences that can increase students' interest in science. Scientists have unique skillsets that can complement the work of educators to create exciting experiences that are grounded in pedagogy and science practices. As scientists and educators, we co‐developed a lesson plan for high school students on the Eastern Shore of Virginia, a historically underserved coastal area, that demonstrated realistic scientific practices in students' local estuaries. After implementation of the lesson plan, we observed that students had a deeper understanding of ecosystem processes compared to their peers who had not been involved, were enthusiastic about sharing their experiences, and had a more well‐rounded ability to think like a scientist than before the lesson plan. We share our experiences and five best practices that can serve as a framework for scientists and educators who are motivated to do similar work. Through collaboration, scientists and educators have the potential to bolster student science identities and increase student participation in future scientific endeavors.

Exploring Teachers’ Perspectives on Slow Learners in the Science Classroom

Background: Educators encounter a significant challenge when it comes to instructing students with slower learning abilities in the field of science classroom. Students with limited cognitive abilities are typically identified as slow learners. The objective of this study was to examine the attitudes of teachers towards students with slower learning abilities in science classrooms and analyze their perceptions of these students. Methods: The study has been conducted by selecting a sample of 51 science teachers who teach at basic and secondary school levels. A representative sample of 51 teachers, who teach at basic and secondary level, were selected from 6 public schools in Chandragiri Municipality, Kathmandu district and 10 public schools in Ratnanagar Municipality, Chitwan district. The required data were gathered using a survey that employed three-point Likert-type questionnaires. The data were analyzed using frequency and percentage analysis. Results: The findings indicate that the science teachers exhibited a positive attitude towards students who have a slower learning pace. Conclusions: It is recommended to prioritize the enhancement of their science learning experience.

Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM

Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities. The process of generating a priori foundations, building learning trajectories, and testing the results in inclusive settings led to new resources for early childhood education (ECE) and early childhood special education (ECSE) practitioners and generated implications for creating and evaluating learning trajectories in ways that affirm that all children belong in STEM. Challenges faced and lessons learned in this process are presented to guide future research and development using the revised and enhanced CRF.

Science Flipbook Integrated Al-Quran: Needs Analysis

The current state of science learning in madrasah reveals a lack of integration between teaching materials and technology, as well as a failure to incorporate relevant al-Qur'an verses connecting propositions to scientific content. Moreover, the absence of assessments evaluating students' motivating attitudes toward learning further compounds these challenges. This study seeks to assess the necessity of developing integrated teaching materials for science education in Temanggung Regency's madrasah, employing flip books as a technological tool. Participants included six science teachers and nine students, and data was collected through interviews. Analysis involved data reduction, presentation, and conclusion. The findings indicate a shared need among teachers and students for teaching materials that seamlessly blend technology and al-Qur'an verses through flipbooks in science education. Consequently, future research should focus on the development of flipbooks that incorporate al-Qur'an verses as integral components of teaching materials for enhanced science learning experiences.

INNOVATION OF DIGITAL MULTIMEDIA: RECOGNIZING THE ADVANTAGES

This study explores the effectiveness of an innovative multimedia application as a teaching tool for improving students' understanding of C++ functions. The intervention incorporated advanced visualization techniques and rich multimedia elements to create a dynamic learning experience. The primary objective was to assess the intervention's impact on students' comprehension and evaluate its educational significance. A total of 33 participants underwent pre-test and post-test assessments, with the normalized gain (N-Gain) serving as the key metric for improvement. The calculated N-Gain was approximately 0.6336, indicating a moderate improvement in students' performance following the intervention. The discussion interprets the N-Gain in the context of the study's objectives and practical implications. Notably, the study underscores the e-content application's effectiveness in achieving educational goals and its potential for broader implementation in computer science education. Despite limitations such as sample size and context-specific factors, this research highlights the importance of innovative educational approaches in the digital age. It contributes to the evolving landscape of educational technology and pedagogy, offering valuable insights for educators aiming to create engaging and impactful learning experiences in computer science and related fields.

Specifics of Chinese students’ cognitive orientations in mastering technical disciplines

Introduction. Currently, the leadership of the People’s Republic of China pays special attention to the issues of technical vocational education. The learners from the PRC studying in Russia have specific cognitive orientations in mastering technical disciplines. The aim of the article is studying the specifics of academic resilience in mastering technical sciences by PRC students of Ural Federal University. Materials and methods. The academic resilience of PRC students from Ural Federal University in terms of mastering technical sciences was measured using the ‘Technics Resilience Scale for University Students’ (TRSUS). TRSUS aims to build Feedback literacy and Self-assessment with a view to help a student to pursue technical studies productively. The survey involved 659 students who had a technical science learning experience in one of the educational programmes: “Civil Engineering”, “Architecture”, “Geodesy and Remote Sensing”, “Steam Power Industry and Heat Engineering”, “Water Supply and Drainage”. The students assessed their resilience in technical sciences under a 5-score Likert response scale, with the use of Tencent Questionnaire in English. The statistical processing of measurement results was carried out using Structural Equation Modelling (SEM) methodology with the use of SPSS 23.0 and Amos 18.0 software packages. Results. The statistical analysis of results of PRC students from Ural Federal University in terms of measuring resilience in technical sciences under the TRSUS scale showed that the wording of the questions was adequate to the measurement context. The primacy of students’ incremental beliefs/goals towards improving the efficiency of learning activities was revealed. A strong correlation between students’ answers with the TRSUS questions was found. Cronbachs alpha was equal to 0.977, which is evident of high internal consistency of students’ answers. The structural model of confirmatory factor analysis of TRSUS data including four indicators (factors) – “Persistence”, “Perceived Value”, “Cognitive Complexity” and “Incremental Beliefs” – has the best source data fitting criteria. The method of exploratory factor analysis of TRSUS data revealed the specificity of cognitive orientations of PRC students from Ural Federal University: the choice of educational programme influences most prominently the indicator “Perceived Value”, which is explained by the peculiarities of Chinese technological culture. Conclusion. An original methodology for measuring university students’ academic resilience in technical sciences – ‘Technics Resilience Scale for University Students’ (TRSUS) – is presented. The use of TRSUS makes it possible to determine the specifics of students’ cognitive orientations in mastering technical disciplines and to form their competent feedback and self-assessment for efficient continuation of education.

An Evaluation of Online Science Classes Based on Students’ Science Learning Experiences

Online science courses have become increasingly popular due to their accessibility and convenience. Consequently, evaluating their quality is essential for ensuring students receive a rigorous and valuable education. This study investigates the effectiveness of online science classes in terms of student- faculty interaction, time on task, active learning and cooperation among students by considering the participant students' experiences and their evaluations of online science courses. The participants were 2034 students from different middle (year 5 to 8) and high schools (year 9 to 12) during 2022-2023 academic year. All of the participants attended online science classes from 2nd half term of 2019-20 and whole school year of 2020-21. The data was collected by using the Student Evaluation of Online Teaching Effectiveness (SEOTE) scale, which was developed by Bangart (2005). The student responses were evaluated based on their school year, frequency of attendance, and means used to access online science classes. The findings of the study revealed that the participant students were not satisfied with online science learning experiences in terms of faculty-student interaction, time on task, cooperation among students and active learning practices. The study also found that faculty-student interaction, time on task, cooperation among students were important predictor of active learning for online science learning practices. Based on the findings the study suggests that when designing or implementing online science classes, students’ engagement, teacher-faculty interaction, creating opportunities for students to cooperate and helping students to actively engage in the activities should be taken into consideration by teachers.