Learning Of Scientific Concepts Research Articles

The combined effects of physical and virtual models in learning cellular biology

Physical models have long been used in science education for visualization of complex cellular structure and dynamics during face-to-face lecture (F2F). Recent advancement of technology has enabled us to create virtual models and to share knowledge remotely. This study aims to find out whether physical and virtual models work synergistically to enhance student engagement in learning an undergraduate Life Sciences module. Three independent experiments were conducted to assess learning effectiveness on three biology concepts through four learning approaches: video with virtual model only, video with integration of virtual and physical model demonstration, F2F lecture using virtual model only, F2F lecture using virtual and physical models. Participants were randomly assigned to different groups each with one learning approach. Data collected through pre- and post-tests revealed that significant improvement in learning scientific concepts occurred in one of three controlled experiments when the video contains both virtual and physical models, while no obvious difference found in the other two experiments. This data suggests that well-prepared digital media alone may convey scientific information well and additional physical models do not aid in information acquisition. However, feedback survey on student learning experience showed that all participants preferred to learn from physical models. In all three experiments, students consistently voted that the physical models attracted their attention and enhanced their interests. They made better mind maps and raised more questions. These hint that a combination of digital media with physical models might improve engagement and promote higher order thinking.

The Effect of Virtual Reality Technology in Teaching Mathematics on Students’ Ability to Process Data and Graphic Representation

The study focused on the impact of using augmented reality (AR) in teaching mathematics to tenth-grade students in the 2022–2023 academic year. The sample consisted of 70 students from schools in the city of Amman, who were divided into 35 students in the experimental group and 35 students in the control group. The researcher utilized the quasi-experimental method and collected data through questionnaires and testing tools. Data were statistically analyzed using the MANOVA test, outcome analysis techniques, and GLM test. The results indicate the quality of virtual reality (VR). Students’ ability to process data improved by 94% in the experimental group and 88% in the control group. The experimental group demonstrated an effective contribution of 97% in improving graphic representation ability, while the control group showed a contribution of 92%. The study relied on the descriptive-analytical method. The study concluded that AR technology and its usage have become largely dependent on preparing technical and material requirements. It also highlighted that this technology aids students in learning scientific facts, concepts, and instructions in an easy and effective manner. The results indicate the necessity of expanding scientific research and studies on the advantages and disadvantages of AR technology and its optimal utilization.

Eureka Role Playing Game: An Instructional Tool In Improving The Proficiency Level In Chemistry 7

The Eureka Role Playing Game is a game-based instructional tool for learning science concepts. The study aimed to improve proficiency level of the learners in Science 7 particularly in Chemistry subject. This study utilized a Quantitative Method to measure the gathered data and test the hypothesis. Quasi-experimental pretest-posttest research design was also used with a validated questionnaire and Eureka Role-Playing Game (RPG) as the primary data gathering instrument to evaluate students’ proficiency level improvement as the intervention was administered to experimental group and traditional teaching method for controlled group. Results showed that in the controlled group, the mean post-test result was higher than the mean pre-test result, but still at the beginning level of proficiency. Meanwhile, the mean post-test result of the experimental group is higher compared to the mean pre-test result. Therefore, the level of proficiency of the experimental group has improved from a beginning level to a developing level after the intervention. A significant difference in the pre-test and post-test between the experimental group and the control group is in favor of the experimental group. Therefore, the alternative hypotheses of this study are accepted. Evaluated by the Science experts, the instructional tool passed the curricular validity criteria. The researchers recommend the use of Eureka Role Playing Game since it significantly increased the proficiency level of the students from beginning to developing level based on the findings.

Difficulties in studying the scientific concepts from the view point of 10th grade students at Irbid governorate

This study sought to identify the difficulties of studying the scientific concepts among the tenth-grade students in Irbid governorate. In order to achieve the objectives of the study, a questionnaire was used to measure the students’ view point about difficulties they faced in learning scientific concepts. The questionnaire contained three areas: content, teachers and students. The sampling method involved selecting tenth-grade students from the first Irbid Directorate of Education at the end of the 2018-2019 academic year. A total of 415 students were included in the study; the gender distribution was nearly equal, and they were grouped according to their GPA. The results of the study showed that these three domains were a source of determining the difficulty levels. The students’ domain came first, followed by teachers, and content ranked last. The results also showed that there were statistically significant differences in the sources of difficulty due to gender differences in males, and due to the average difference in the benefit of students whose grades were less than 84%. In light of the results, the study framed a set of recommendations, including the need to emphasize the activation of technology in teaching, and holding lectures showing the importance of science and scientists.

The importance of experimentation in physics teaching in the education of young people and adults

The use of experimentation in the classroom provides a practical approach to learning scientific concepts, allowing students to establish a direct relationship between theory and practice. Critical thinking is stimulated and promotes exploration and discovery, making it an interesting methodology for youth and adult education (EJA). In this context, this research project aims to investigate the importance of using experiments in teaching physics at EJA. The study seeks to analyze how the incorporation of experiments can facilitate the understanding of physical phenomena and promote meaningful learning for these individuals. The main difficulties encountered by EJA students in learning physics will be presented and the way in which experiments can collaborate to overcome these challenges will be evaluated. Through this research, it is expected to obtain results that contribute to the implementation of effective physics teaching strategies in EJA, valuing experimentation as a pedagogical tool capable of promoting more relevant learning for these students.

"Now I Get It!": Eureka Experiences During the Acquisition of Mathematical Concepts.

Many famous scientists have reported anecdotes where a new understanding occurred to them suddenly, in an unexpected flash. Do people generally experience such "Eureka" moments when learning science concepts? And if so, do these episodes truly vehicle sudden insights, or is this impression illusory? To address these questions, we developed a paradigm where participants were taught the mathematical concept of geodesic, which generalizes the common notion of straight line to straight trajectories drawn on curved surfaces. After studying lessons introducing this concept on the sphere, participants (N = 56) were tested on their understanding of geodesics on the sphere and on other surfaces. Our findings indicate that Eureka experiences are common when learning mathematics, with reports by 34 (61%) participants. Moreover, Eureka experiences proved an accurate description of participants' learning, in two respects. First, Eureka experiences were associated with learning and generalization: the participants who reported experiencing Eurekas performed better at identifying counterintuitive geodesics on new surfaces. Second, and in line with the firstperson experience of a sudden insight, our findings suggest that the learning mechanisms responsible for Eureka experiences are inaccessible to reflective introspection. Specifically, reports of Eureka experiences and of participants' confidence in their own understanding were associated with different profiles of performance, indicating that the mechanisms bringing about Eureka experiences and those informing reflective confidence were at least partially dissociated. Learning mathematical concepts thus appears to involve mechanisms that operate unconsciously, except when a key computational step is reached and a sudden insight breaks into consciousness.

Exploring the Transformative Integration of Immersive Makerspace for Teaching Abstract Science Concepts

This study outlines the design and implementation of an Immersive Makerspace (IM) using the Mozilla Hubs, an online Virtual Reality (VR) platform accessible across geographical boundaries through mobile devices, personal computers (PCs), and web-enabled VR headsets. This Design-Based Research (DBR) study explores the effectiveness and challenges of “making” in an IM. Learning from the challenges through different iterations, this study aims to platform to foster elementary students' learning of abstract science concepts.

Profile of Basic and Integrated Science Process Skills in Science Learning at Madrasah Ibtidaiyah Negeri

Science process skills underlie every student's activity in learning science at school and its application in technology and problem-solving. However, these skills are not trained enough in the Madrasah Ibtidaiyah Negeri (MIN). Therefore, the purpose of this study was to describe the profile of basic and integrated science process skills in MIN students. This research is a quantitative and qualitative descriptive study, where 79 students from 4 MINs in Hulu Sungai Utara were involved in working on a science process skills test instrument adapted from Suja (2010). The results showed the achievement of students' basic science process skills including measuring, questioning, communication, predicting, classifying, inferring, and observation; as well as the achievement of integrated science process skills including formulating hypotheses, planning experiments, interpreting data, and applying concepts with the lowest being 5.3% (hypothesizing) and the highest being 51.8% (measuring). Therefore; The profile of students' basic and integrated science process skills is still not good. Considering scientific process skills as the basic foundation in learning science, educators need to cultivate these skills in learning scientific concepts and their application in solving real life problems.

Embodied preparation for learning basic quantum chemistry: A mixed‐method study

AbstractBackgroundHaptic feedback has been shown to be an effective facilitator of the learning of scientific concepts in a series of studies. However, little is known about the underlying salient learning mechanisms, which are activated when learning from haptic feedback.ObjectivesWe investigate the learning mechanism in a higher chemistry education setting, in which the students learned about the abstract concept of potential energy in a quantum chemical context.MethodsIn this work, we present a mixed‐methods problem‐solving prior to instruction (PS‐I) study with chemistry bachelor students. In an interactive quantum chemistry learning environment, the students explored the energetic profiles of nucleophilic substitution reactions and the corresponding activation barriers experienced as repulsion and attraction. We measured cognitive and affective mechanisms which have been shown to be activated in PS‐I designs, such as knowledge gap awareness, state curiosity, and positive affect as well as the learning outcome quantitatively and the learning trajectories qualitatively.Results and ConclusionsPlanned contrasts revealed a small hindering effect of the haptic feedback on the learning outcome. Thematic analysis of the qualitative data lets us attribute this effect to the lack of scaffolding of the haptic feedback and the spontaneous atomic movements in the simulation, which may be interpreted as a visual representation of force in itself.This work highlights the importance of accurate mappings of the haptic feedback unto the target domain and further delivers insight into the prior conceptions of chemistry undergraduate students.

The role of executive function abilities in interleaved vs. blocked learning of science concepts.

This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true-false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.

Análise Experimental de Circuitos Elétricos a Partir de Atividades Presenciais e Controladas Remotamente

In this work, we sought to compare the impact of carrying out experimental activities, in person and remotely controlled, on the learning of concepts related to electrical circuits by high school students in five public schools in the interior of São Paulo. In each school, two third-year classes were applied, one group submitted to the face-to-face experiment and the other to the remote experiment. The experiments addressed the concepts of association of resistors, electric current, electric voltage and dissipated electric power.Data were collected through questionnaires, pre-test and post-test, and analyzed using Cohen's D method (1977) and Gery's g factor (1972). Cohen's D method is a statistical measure used to assess the effect size (or magnitude of the difference) between two independent samples, while Gery's g factor is a measure that compares the performance of groups in an experiment, taking into account the individual differences in ability or intelligence. The results indicated that carrying out the experiments played an important role in the students' learning, especially those who participated in the remotely controlled experiment. In addition to offering a contextualized approach to scientific concepts, remote experiments also provided students with the opportunity to manipulate real experiments at any place and time, becoming a promising activity method for science teaching. Therefore, the study suggests that the carrying out remote experiments can be an effective and safe way to promote the learning of scientific concepts by high school students, complementing face-to-face activities and allowing greater flexibility in carrying out experimental activities.

Mathematical Reasoning Ability and Mastery of Science Concepts in High School Students

Mathematics arises because the human mind deals with ideas, processes and reasoning. The thought process carried out during science activities is a form of thinking called reasoning. In studying the concepts of Natural Sciences (IPA) requires two types of reasoning, namely deductive reasoning (deduction) and inductive reasoning (induction). Both types of reasoning help students think creatively, critically, analytically, meticulously and logically in dealing with everyday life problems. The purpose of this study is for students' ability to do mathematical reasoning, and examine the mastery of science concepts (Physics and Biology) in students of SMA Negeri Kodya Banda Aceh. The research method used is descriptive and correlational, to describe the ability of mathematical reasoning and mastery of science concepts (Physics and Biology). The subjects of the study population were all grade II students of SMA Negeri Kodya Banda Aceh. While the research sample subjects used were six classes from one of the Kodya State High Schools Banda Aceh which were determined purposively by the curriculum field. Research instrument to capture mathematical reasoning ability data using the Mathematical Reasoning Ability Test (TKPM). And mastery of the science concept using the Science Concept Mastery Test (TPKIPA) in the form of a description. As well as using the average value statistic ( ) and using the chi-squared formula (x2). The results of the study that mathematical reasoning skills in learning science concepts (Physics and Biology) on average are still in the category of lacking. The ability to reason mathematics has a high relationship with mastery of science concepts in high school students.

Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplemental fraction curriculum in elementary classrooms, including how teachers implemented the curriculum, their perspectives and experiences as they used it, and their students’ resulting fraction learning and STEM interest. Teachers implemented the supplemental curriculum with varying adherence but had common experiences throughout their implementation. Teachers expressed experiences related to (1) time, (2) curriculum being too different, and (3) too difficult for students. Their strategies to handle those phenomena varied. Teachers that demonstrated higher adherence to the game-enhanced supplemental fraction curriculum had students that displayed higher STEM interest and fraction learning. While this study helps to better understand elementary teachers’ experiences with game-enhanced mathematics curricula, implications for further research and program development are also discussed.

Noticing instructional challenges in artifacts of teaching

AbstractThis study investigates challenges of enactment teachers notice when analyzing artifacts of teaching in a professional development focused on supporting the enactment of NGSS‐aligned modeling instruction. Five secondary science teachers participated in a semester‐long video club. Transcripts of the segments of their meetings in which they analyzed artifacts of practice were coded to characterize what they noticed in videos and student work samples from their own and others’ classrooms of students engaging in sensemaking. Through an inductive and iterative approach, three main linguistic challenges were identified related to the teachers’ noticing of students’ disciplinary thinking: learning how to communicate with precision using modeling conventions, how to communicate with precision using scientific vocabulary, and how to support students explaining and defending their models. The findings of this study extend and affirm prior research on teachers’ noticing of student thinking by highlighting the integrated nature of disciplinary noticing and the entanglement of learning science concepts and the language of science. The results also indicate that artifact‐rich professional development designed to improve science teachers’ interpretation of their students’ thinking can support teachers as they work through problems of practice they encounter in their attempts to enact responsive science teaching.

Pre-concept Inquiry of "Matter State Changes" in Junior High School Science

The junior high school science course is a subject closely related to the reality of life, and before starting the formal learning of science concepts, students have formed many pre-concepts, which play a very important role in the formation of science concepts. In junior high school science teaching, it is necessary to explore students' relevant pre-concepts and the reasons for their formation, so that appropriate transformation strategies can be adopted to enable students to deeply understand science concepts, which is conducive to improving the effectiveness of science teaching. In this paper, a questionnaire survey was conducted to understand the pre-concepts embedded in students' minds before they learn the content related to matter state changes in junior high school science, and the reasons for the formation of erroneous pre-concepts were analyzed. In general, the formation of students' pre-concepts first comes from their own life experience and intuitive feelings, and is preceded by common sense of life. Second, through their own intuitive reasoning, they make wrong speculations about nouns. By identifying students' existing correct and wrong pre-concepts, it provides a basis for transforming vague and wrong pre-concepts in students' minds into science concepts in the subsequent teaching design.

Use of a project-based aquaponics curriculum in rural Kentucky school districts increases secondary students’ understanding of ecosystems

There is a need for secondary schools to provide more authentic, hands-on experiences in science, technology, engineering, and mathematics (STEM) and, specifically, project-based investigation environments in the classroom that manifest the next generation science standards (NGSS) following practices they prescribe. This study investigated how, and to what extent, a contextualized aquaponics project-based investigation (APBI) 10-week model unit affected high school students’ understanding of standard-based ecological relationships and concepts concerning interactions in ecosystems and, specifically, the phenomena carrying capacity and bacterial nitrification process. Using a quantitative method, quasi-experimental research design, three different student groups who participated in the authentic, hands-on APBI curriculum (i.e., treatment groups) and a control group were given a pre- and post-content-aligned test (<i>n</i>=88), which measured changes in students’ ecological knowledge. The results in this study revealed that the curriculum was an effective method to provide meaningful learning and content understanding of standard-based ecological concepts and relationships. The evidence from this study suggests that authentic instructional experiences can facilitate students’ understanding of standard-based ecological concepts and knowledge of ecosystems, as the three treatment group students showed statistically significantly higher mean difference (improvement) sum scores after taking the pre- and post-content-aligned assessment when compared to the control group. Overall, the gain in understanding can be attributed to the project-enhanced unit implemented in this study. The implications of this study suggest APBI models may create authentic science learning environments that promote student learning of scientific concepts. In addition, APBI can offer engaging curricula that articulates NGSS.

Inquiry Cycle Learning (5E) with Concept Mapping on Gene and Chromosome to Learning Achievement, Science Concepts and Attitude Toward Science for Mattayomsuksa 6 Students.

The purposes of this research were to study learning achievement, science concepts and attitude toward science of Mattayomsuksa 6 students using the inquiry cycle learning (5E) with concept mapping. The target group of this research was 29 Mattayomsuksa 6 students who studied in a regular scientific course at Piboonpumpen Demonstration School, Burapha University, Chonburi Province, who studied in the first semester of the 2018 academic year. The instruments of the research were 1) lesson plans using the Inquiry Cycle learning (5E) with concept mapping, 2) learning achievement tests, 3) science concept tests, 4) attitude toward science questionnaire, and 5) ended cycle tests. The data were analyzed by mean, standard deviation, and development scores. The research findings were as follows: 1) The learning achievement scores were at a high level; the development score was 58.59% after using the inquiry cycle learning (5E) with concept mapping. 2) The science concepts scores were at a high level; the development score was 53.19% after using the inquiry cycle learning (5E) with concept mapping. 3) The attitude toward science scores were at a high level; the development score was 61.99% after using the inquiry cycle learning (5E) with concept mapping.

Computer-Based Simulated Learning Activities: Exploring Saudi Students’ Attitude and Experience of Using Simulations to Facilitate Unsupervised Learning of Science Concepts

Today, computer-based simulations are widely used in a range of industries and fields for various purposes. They are helpful in testing different scenarios and hypotheses, allowing users to explore the consequences of different decisions and actions. This study aimed to explore the university students’ attitudes and experiences of using simulations to facilitate their unsupervised (without teachers’ support) learning of science concepts. This study involved 566 university students who used online simulations so support their unsupervised learning of science content in physics, chemistry, math, earth science, and biology. The data collected via a cross-sectional survey were analyzed using parametric statistics. The participants of the study showed a high -level of engagement and satisfaction with the use of simulations for unsupervised science learning, suggesting that computer-based simulations have the potential to serve as a user-centered learning interface capable of engaging university students without the teachers’ support. This study did not find a gender-based divide in the students’ experiences. Participants’ independent learning abilities were found to have a significant positive influence on their satisfaction and engagement. The results of this study have theoretical and practical implications for science learning beyond classroom walls.

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

DEVELOPING VIRTUAL FIELD EXPERIENCES TO PROMOTE STUDENT’S LEARNING AND PERFORMANCE: BRIDGING LEARNING GAPS IN SCIENCE

This descriptive study determines the relationship between the utilization of virtual field experience and students learning and performance. Fifty-four (54) purposively selected students from grade 4 at Cale Elementary School. It aimed to answer the questions such as the level of virtual field experiences of students, the level of students learning, the level of students performance and the between virtual field experiences and students learning and performance. The following were the significant findings of the investigation: In terms of level of virtual field experiences of students, findings show that all the indicators as to of virtual, immersive, interactive, investigative, engaging, experiential and collaborative field are verbally interpreted as “very high”. In addition, in terms of the level of students learning, findings show that item indicators as to discovery, social and constructive learning are verbally interpreted as “very high”. However as to multisensory learning is verbally interpreted as high”. Moreover, in terms of students performance as to pretest and post-test is perceived with significant difference. Furthermore, findings present the significant relationship between the contactless interactions to the students remote learning tasks. instruction is observed to have a significant weak relationship with the performance tasks motor and sports skills, and knowledge (r=0.283), and aesthetic sensitivity. Lastly, finding presents the weak negative correlation between virtual field experience in terms of virtual, immersive, interactive, investigative, experiential and collaborative field on students learning and performance. The results indicate that majority of the p-values are lower than the level of significance (α = 0.05) hence, the null hypothesis is rejected. Therefore, there is a negative relationship between the virtual field experiences and students learning and performance as perceived by the respondents. However, the results indicate that in terms of engaging field, f the p-values are higher than the level of significance (α = 0.05) hence, the null hypothesis is accepted. Therefore, there is no significant relationship between the virtual field experiences and students learning and performance in terms of Engaging as perceived by the respondents. The study shows that in almost all item indicators in terms of virtual, immersive, interactive, investigative, experiential and collaborative field, except engaging field that there is a significant relationship between the virtual field experiences and students learning and performance. The researcher then come up to the conclusion that the null hypothesis is “partially rejected”. It is highly suggested that classrooms may have technology-based classrooms for modifications and improvement for the instruction use so that students will be able to develop engagement and clearly understand the concepts. It is recommended that the performance monitoring may focus on the students needs and enable them to learn. Furthermore, teachers may also emphasize the value of learning science concepts and promotes its importance for the learners. Enhancement program and/or extended activities may help them to fully understand the help of science in their daily lives. Grade 4 students may not that inclined to classroom tasks and activities, so that it is highly recommended to provide engaging resources and instructional materials wherein their can exhibit their academic skills Lastly, they may find the meaning of science concepts out of the context if they can experience more hands on activities.