Middle School Science Research Articles

Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science?

AbstractThis study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry‐based science curriculum. Eighty‐nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business‐as‐usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business‐as‐usual, the intervention to increase teacher content knowledge had no impact.

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about how science teachers are supporting SWDs in their classrooms. The present study analyzed the responses of five middle school science teachers on how they embed literacy practices into their instruction, as well as the support they received to support SWDs in their classroom. Teachers reported a lack of professional development and support in this area, as well as difficulties explicitly naming literacy practices. Practical implications are offered for effective instruction and professional development.

A Teacher Training Program for Learning and Teaching about Scientific Reasoning Skills

This study aims to improve science teachers' scientific reasoning skills (SRS) in using and teaching these skills through a professional development program, Scientific Reasoning Skills Teacher Training Program (SRSTP). Forty-five middle school science teachers participated in the study, which was on convergent parallel design. "Scientific Reasoning Skills Assessment Form (SRSAF)" and "Scientific Reasoning Skills Test for In-service and Pre-service Science Teachers (SRSTIPST)" were used to determine the improvement in teachers' use of scientific reasoning skills. Besides, "Self-efficacy Perceptions towards Teaching Scientific Reasoning Skills Assessment Form (SEPSRSAF)" and "Self-efficacy Perceptions towards Teaching Scientific Reasoning Skills Scale (SEPSRS)" were used to determine teachers' self-efficacy perceptions towards teaching them. Findings from SRSAF and SRSTIPST pointed out that teachers' scores in using specific scientific reasoning skills and their ways of making claims, presenting evidence, and reasoning differed significantly after SRSTP. Findings from SEPSRS showed that teachers got significantly higher scores in creating SRS based learning environment, academic proficiency, using SRS in the classroom, assessment of SRS, and instructional ways for teaching SRS after the professional development program. SEPSRSAF supported these findings by revealing that SRSTP allowed teachers to change their efficacy sources from indirect experience to active experiences and improve personal characteristics such as showing empathy. It was also found that teachers' perceptions of teaching SRS shifted towards teacher-related factors after SRSTP. These findings were discussed, and the contribution of the results was explained.

Probleme Dayalı Öğrenme ve Geleneksel Öğretim Yöntemlerinin Lisansüstü Çalışmalarda Karşılaştırmalı Çözümlemesi: Öğrenme Çıktıları Üzerine Etkilerinin Sentezi

This research aimed to evaluate and synthesize the effectiveness of problem-based learning (PBL) compared to traditional instruction (TI) in various learning outcomes. The study, using a sequential explanatory mixed research approach, reviewed 74 postgraduate dissertations from Türkiye, spanning from 2009 to 2021, that matched specific inclusion criteria. Qualitative data analysis revealed that the majority of these dissertations were master’s level and completed in 2010. These studies frequently implemented experimental interventions in middle school science classes, typically over five weeks with groups of 21-30 students. The quantitative analysis showed that PBL had a significant overall impact, with a General Effect Size (GES) of 0.734 across all variables. This effect was divided into specific clusters: knowledge (GES of 0.992), skills (GES of 0.696), and emotions (GES of 0.406). Further, PBL particularly affected academic achievement (GES of 0.842), scientific process skills (GES of 0.351), and course attitude (GES of 0.402), which were the most commonly assessed variables in the respective dimensions of knowledge, skills, and emotions. Additionally, PBL showed a substantial impact (GES of 0.799) on variables covering 21st-century competency framework skills. In summary, the study found that PBL is significantly more effective than traditional instructional methods across various learning outcomes, particularly in enhancing knowledge, skills, and emotional aspects of learning. This study suggests that integrating PBL activities can significantly enhance the attainment of curriculum objectives.

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

AbstractMuch research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme‐driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.

PELATIHAN PEMBUATAN BAHAN AJAR KURIKULUM MERDEKA BERBASIS KEARIFAN LOKAL UNTUK MGMP IPA TINGKAT MTs KABUPATEN PADANG LAWAS

This activity is a training and mentoring program for the creation of teaching materials based on local wisdom for Middle School Science Teachers (MTs) in Padang Lawas Regency. This is based on the following facts: (1) teachers have a low understanding of creating teaching materials for the Merdeka Curriculum based on local wisdom, (2) there hasn't been any training for creating teaching materials for science subjects in the Merdeka Curriculum based on local wisdom in Padang Lawas District, (3) teachers are not using relevant, creative, and student-appropriate teaching materials. The target of this activity is the members of the Middle School Science Teacher Working Group (MGMP IPA) in Padang Lawas Regency, totaling 15 people. The implementation of the activity begins with a preparation phase, followed by the implementation phase using the in-on-in training pattern, and completed by the evaluation phase. This activity results in 15 teaching materials for the Merdeka Curriculum based on local wisdom created by the training participants. Survey results show that 93% of participants strongly agree that this training improves their understanding of creating teaching materials for the Merdeka Curriculum based on local wisdom. Post-test results show that 80% of participants scored highly in the range of 70-100. The average score of participants in the pre-test was 61, while the post-test results increased to 90. This indicates that the training is effective in enhancing teachers' understanding and ability to create teaching materials for the Merdeka Curriculum based on local wisdom.

The student hat in professional development: Building epistemic empathy to support teacher learning

AbstractProfessional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat: when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruction. Little is known about if and how student hat activities support teacher learning. I conducted a single embedded case study of a 2.5‐day PD for middle school science teachers using the OpenSciEd curriculum. I interviewed 12 participants to understand how they perceived the student hat activities and analyzed 36 hours of PD video, focusing specifically on moments in which participants struggled to act in student hat, to gain insights on how it helped them to learn. Teachers found student hat difficult, but it helped them better understand science ideas, their students, and the instructional approach. These learning outcomes likely occurred because of two mechanisms: creating a safe environment to be wrong and building epistemic empathy with students. By allowing teachers to feel safe expressing confusion with content ideas, the student hat helped teachers to build their science understanding. Developing teachers' epistemic empathy for students helped them to understand how students might think and feel while engaging in reform instruction.

Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers

ABSTRACT In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual understanding and self-efficacy in utilizing Next Generation Science Standards (NGSS), change in instructional practices, and overall student content learning. Fifteen rural middle-school science teacher participants were randomly selected to participate in the online or traditional PD, then taught the Toward High School Biology curriculum to their 504 middle-school students. Findings aligned with our hypothesis that online PD is as effective as traditional in improving student content knowledge related to the curriculum. Teachers’ instructional practices in using Next Generation Science Standards improved, as did their use of student-centered instruction and making science relevant to the lives of their students. Our study supports the importance of designing PD that effectively and economically brings teachers in isolated and diverse rural communities together.

Teachers’ basic knowledge level of STEM education

Science, technology, engineering, and mathematics (STEM) is a transdisciplinary approach. It aims to bring 21st-century skills to students. It is important whether teachers, who have an important place in the development of students, have knowledge that will affect students' STEM teaching. This study aims to examine the basic knowledge level of the teachers on STEM education. The descriptive method was used in the research. The study was conducted with 319 science, mathematics and information technologies teachers in the public middle schools in Turkey. “The STEM Basic Knowledge Test” was used to collect data. The first seven items of the STEM Basic Knowledge Test consist of demographic information and twenty-eight items. These items measure the basic knowledge level of STEM education. The statistical package program was used to analyze the collected data. In the study, it was determined that the STEM basic knowledge level of the teachers was 66%. Moreover, the basic knowledge level of the teachers in STEM showed a significant difference in terms of gender, teaching experience, technology use, and participation in a program such as a STEM seminar. However, there was no significant difference in terms of discipline and highest qualification of the teachers. Recommendations include encouraging teachers to participate in STEM training programs and giving courses on STEM education at the postgraduate level.

Development of Microsoft Power Point Interactive Media Based on Visual Basic for Application as Middle School Science Learning Media

Learning systems in the 21st century require a variety of interactive learning media. The purpose of this study is to develop an interactive microsoft power point media based on visual basic for application on vibration, wave, and sound material. This study method is a type of research and development (RD) using the ADDIE development model which consists of analysis, design, development, implementation, and evaluation stages. The population in this study at the field trial stage were all students of class VIII SMPN 1 Logas Tanah Darat. The sampling technique for this study used purposive sampling, namely determining the sample according to research needs. The research sample at the field trial stage consisted of 28 students. The data collection technique in this study was in the form of distributing questionnaires and administering tests. The validation data analysis technique uses the Aiken V validity index formula, while the analysis of practicality and effectiveness test data uses the average formula. The results of this study indicate that the results of the overall validity test index get an Aiken V validity of 0.86 with a high validity category. In addition, the results of the practical test analysis reached 83.25% in the very practical category. The results of the analysis of effectiveness get the proportion of 82.14% so that the developed media is effective. Thus it can be concluded that the microsoft power point interactive media based on visual basic for application developed are valid, practical and effective

Learning from COVID-19: Research education in troubling times.

The United Nations has identified the COVID-19 pandemic as the largest global disruption of education in history. Collaborative and hands-on learning activities in science, technology, engineering, and mathematics were particularly challenging to maintain during this period. Future large-scale disruptions of schools are considered likely, leading to questions about how educators can be better prepared. Since 2019, the REACH program has worked with schools in Montana, Idaho, Alaska, and Hawaii to educate students about air quality and health. The program also provides a framework and support for teachers to incorporate rudimentary student-led scientific field research in middle and high school science courses. Through student and teacher surveys, we inquired about how the pandemic affected program experiences during the 2020/2021 and 2021/2022 school years. Responses from 416 students and 31 teachers showed both difficulties and adaptive capacity in implementing the REACH program during COVID-19-related restrictions. It is encouraging to appreciate the resilience of students and teachers as they adapted to emergency remote teaching and learning strategies. However, the extent and the specific kinds of difficulties they encountered may inform efforts to help schools and teachers become better prepared for potential future events that may disrupt in-classroom learning.

Technology-enhanced learning through virtual laboratories in chemistry education

This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21<sup>st</sup> century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.

중학교 과학 수업에서 학생 행위주체성 발현을 위한 문제중심학습 활용 프로그램 개발 및 적용

Objectives The purpose of this study is to develop a program using problem-based learning to express student agency in middle school science classes and to verify the effectiveness of the program by applying it to science classes in the third grade of middle school.
 Methods Among the existing models of problem-based learning, the program was developed using the model of IMSA, and the validity of the program was reviewed by six incumbent science teachers with more than five years of educational experience. The developed program was applied to 180 third grade students at S Middle School in I City in December 2022, a pre-post test using tools to measure student agency for middle and high school students and class satisfaction survey were conducted on 135 students who agreed to participate in this study and participated in both the pre- and post-test in questionnaires. In order to analyze the results of the survey using the tools to measure student agency, a paired t-test was conducted using SPSS 12.0. In addition, the course was recorded to understand the meaning of the survey results in detail, and various data such as small group activity papers, student output, course-based evaluation data, and researchers' observation journals were used as auxiliary data. In addition, a class satisfaction survey was conducted to confirm the perception of the classes of students who participated in the program, In order to understand students' perceptions of the class in depth, semi-structured interviews were conducted after class, and the transcribed data were analyzed by recording them.
 Results A total of six classes were developed and applied to students, and their effectiveness was verified. As a result of paired t-test for survey using the tools to measure student agency, there was statistically significant differnece between the pre- test and the post-test in both total student agency and their 3 sub-domains. In addition, it was confirmed that the components of student agency, such as a sense of purpose, reflective behavior, investment of time and effort, and responsibility, appeared in the course of the class. In addition, the average of the class satisfaction survey was high at 4.13. And it was confirmed that the perception of the class was positive through semi-structured interviews conducted after class.
 Conclusions The program using problem-based learning for the expression of student agency developed in this study is effective in expressing student agency, and students' perception of the class is positive. Therefore, this study is expected to help middle school science teachers in the field who are considering designing the class support the expression of student agency, and to provide students who experience this program an opportunity to learn whole middle school science concepts.

Implementation of Interactive Science Ebook Innovation Based on Project-Based Learning (PjBL) to Enhance Students Critical Thinking Skills

The ability to think critically is one of the profiles of Pancasila students that students must possess in the independent curriculum. Critical thinking skills are one of the abilities that students need in solving problems. This research aims to describe the implementation of interactive Science ebooks based on PBL to enhance the critical thinking skills of students in the topic of environmental pollution. The research design used is quantitative descriptive. The research design used a one-group pretest-posttest design. The population of the study is all seventh-grade students of SMPN in Yogyakarta. The sample of this research is the seventh-grade student’s one of the junior high schools in Yogyakarta, selected through simple random sampling technique. The research instrument used is a multiple-choice critical thinking test with five indicators. Indicators of critical thinking abilities are explaining, evaluation, concluding, analysis, and designing strategies. The results showed an improvement in critical thinking skills through the N-gain test of 0.8, indicating a high category. The average indicator of students' critical thinking skills who obtained the highest score was the explaining indicator with an average of 90.5%, while the indicator with the lowest average among students' critical thinking skills was the analysis indicator with an average of 70.01%. This indicates that the use of Science Ebook Innovation Based on Project-Based Learning (PjBL) can enhance the critical thinking skills of students. It is expected that this research can provide references for future researchers, and innovations related to interactive teaching materials can be developed not only for one subject but for all subjects in middle school science.

Integrating historical cases in middle school science curriculum: Copernican revolution and the solar system

Research shows that middle school science teachers in the United States rarely integrate history of science or historical cases in their lessons (Hottecke & Allchin, 2020). History of science plays a great role in building robust foundational knowledge in science disciplines, especially in the hearts of middle school students. This article describes a step-by-step teaching technique on how to integrate historical cases in middle school science lessons. In this paper, the author used a historical case of Copernican revolution and the solar system as an illustration to demonstrate how middle school science teachers could effectively explain scientific concepts to their students through historical perspectives.

Middle school students’ reflections on process oriented guided inquiry learning (POGIL®)1

This study aims to better understand Process-Oriented Guided Inquiry Learning (POGIL) in middle school science teaching by revealing the perceptions of sixth-grade students in a public school in Turkey about POGIL. In the research conducted as a case study, the data were collected through interviews with 12 students who were taught the Particle Nature of Matter Unit using POGIL in the science course. The results indicated that the students generally made positive evaluations of POGIL. They emphasized doing experiments, teamwork/cooperation, making inferences, activity worksheets, discussions and teacher guidance as the features of POGIL they thought enhanced their learning. They also identified aspects that they found challenging. The challenges were largely connected to the cooperative learning component of POGIL. Some students believed that lecturing should also be part of the lesson. Yet, they realized the POGIL teacher’s role as the facilitator. Overall, students appreciated participating in this collaborative inquiry learning environment.

상호작용을 강조한 중학교 과학영재 실험 설계 능력 향상 프로그램의 개발과 적용

In this study, we developed and applied an ‘Experimental design ability improvement program emphasizing interactions’ that can help science gifted in performing experimental design. We examined the effect of the program and students’ perceptions of the program. For the purpose of this study, a new teaching and learning process emphasizing interactions was constructed by supplementing the existing teaching and learning process of hypothesis verification design. Refraction was selected as the class subject, considering the characteristics of gifted science students in middle school, and related experiments, learning activity sheets, and other learning materials were devised. The developed program was applied to 9 middle school science gifted students during 7 instructional hours. We investigated whether the program enhanced the experimental design abilities of science gifted by conducting DCT before and after the classes. They were asked to fill out a questionnaire after class to investigate their perceptions of the program. When the experimental design written by the students during class was analyzed, it was confirmed that the experiment plan was clearly refined after going through the process of modification and elaboration through feedback. From the students’ perception survey, they found that the program was interesting and useful. They perceived the level of difficulty as appropriate, and it was evaluated that communication in class was active. Most students found the activity of designing the experiment itself interesting and useful, and expressed the opinion that it gave them a deeper understanding of the experimental process.

Middle School Science and Mathematics Teachers' Views on Science-Mathematics Integration

This study was conducted to determine the opinions of middle school science and mathematics teachers about science-mathematics integration. A total of 38 teachers (19 science teachers, 19 math teachers) participated in this qualitative research. Data were collected using a semi-structured interview form. The data were evaluated with descriptive and content analysis in qualitative analysis. While all of the science teachers included in the study thought that integration was necessary, mathematics teachers expressed different opinions. While the teachers had different definitions of integration, it was determined that they generally exchanged ideas with the other branch teachers. It was determined that the most course needed integration for mathematics teachers was the Turkish and the mathematics for science teachers. According to teachers, the most important advantage of integration is that it increases student course success. As a result; although science and mathematics teachers have heard about the integration of science and mathematics, they do not have sufficient knowledge and application. For this reason, it is recommended that teachers of both branches should be informed about science-mathematics integration and integrate them into their lessons.

Game-Based Science Learning: What are the Problems with Teachers Practicing It in Class?

Middle school science learning prioritizes class literacy through independent, integrated learning, only text, without any activity in the learning process. Contemporary literary studies show constant changes in the world of learning and teaching, and for many years, learning through play has been considered one of the most effective ways to learn something. This research aims to understand the pedagogical methods used in learning through play and the importance of these methods in the teaching process in elementary schools. This research involved five teachers from several secondary schools in Serbia: semi-structured interviews, researcher observation and class participation. The results of this research are based on descriptive analysis from the teacher's perspective. Based on the research results and researchers' comments, it can be understood that game-based learning in secondary schools in Austria is a popular pedagogy, creating a fun and adequate game-based learning context for children. In addition, the results of this study describe the activities carried out by the teacher, how the mechanism works, what the obstacles are, the solutions used in different subjects and the differences in the abilities and skills children develop through play. According to teachers, learning through play always poses challenges related to research, designing various play activities, and adapting learning to students' needs and interests

Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning

Self-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivational factors are related, less work has examined them over time, during learning, and controlling for prior knowledge. The current study investigated the relations between these motivational constructs and procedural and conceptual problem-solving in middle school science. Sixth-grade science students’ self-efficacy and achievement goals were surveyed along with procedural and conceptual problem-solving before and after instruction. Results revealed students’ self-efficacy was positively correlated with both procedural and conceptual posttest performance. However, controlling for prior knowledge, self-efficacy only predicted conceptual performance. No relations were found between achievement goals and procedural or conceptual problem-solving. Additionally, results found that changes in mastery-approach goals were positively related to changes in self-efficacy beliefs.