Natural Science Program Research Articles

ОРТО МЕКТЕПТЕРДЕ PYTHON ПРОГРАММАЛОО ТИЛИНИН СТАНДАРТТЫК ФУНКЦИЯЛАРЫНЫН ӨЗГӨЧӨЛҮКТӨРҮ ЖАНА ОКУТУУ УСУЛУ

In the context of the widespread development of modern information technologies, one of the urgent problems is a special approach to teaching programming languages to students of secondary schools, the development of simplified methods of setting tasks in accordance with their age characteristics. The article compares the Python programming language with other programming languages. The advantages of Python programming are defined. This article develops students' knowledge, skills and independent programming skills, develops their interest in programming and helps them find their place in the field of programming in the future, as well as create the best programs for humanity. At present, informatization covers all spheres of human activity, and this phenomenon requires a high information culture from everyone. Therefore, it is necessary to supplement the natural science program of the school with subjects that ensure the development of knowledge, knowledge and skills of students.

PENGEMBANGAN APLIKASI PEMILIHAN PROGRAM STUDI BAGI CALON MAHASISWA PADA SMA SWASTA MUHAMMADIYAH BENTENG

This research aims to develop an application for selecting academic programs through a series of steps, ranging from problem identification to system design and development. The application facilitates users in choosing a study program by considering factors such as the department, field of study, sub-field, and domain of knowledge. The front-end development leverages HTML5, CSS, and JavaScript, while the back-end is constructed using PHP and MySQLi, implementing the Forward Chaining method. System testing is conducted using Black Box testing, evaluating 5 predetermined scenarios, and the results demonstrate the smooth functionality of the system. The application is tested by 20 students from Muhammadiyah Selayar Private High School, with 6 coming from the Natural Sciences program and 14 from the Social Sciences program. In its implementation, students select study programs, and the outcomes reveal that Management Science and Economics are the most frequently chosen programs. This research has the potential to serve as a reference for readers interested in developing similar applications. Additionally, the concept of this application can be applied to Android-based development and adapted for various departments, including within vocational schools (SMKs).

The Portrait of Scientific Approach Assisted by Video in EFL Reading: Participatory Action Research

Learning English cannot be separated from reading skills. Explanatory text is one type of English text in reading skills. This text introduces students to natural events or phenomena that are often studied by students of natural science programs. The purpose of this study is to improve the students' ability to read explanatory texts with a scientific approach using video. This study used classroom action research with cycle stages consisting of planning, implementation, observation, and reflection. The data collection techniques used were observation with field notes, documents, and written tests. Findings suggest that the scientific approach using video improved the students' skills to read explanatory texts. It was proved that the average result of the pre-cycle was 70 and the average result of the first cycle was 75.

The effect of COVID-19 pandemic on college enrollment: How has enrollment in criminal justice programs been affected by the pandemic in comparison to other college programs

The COVID-19 pandemic has affected various aspects of our lives. For many, it has affected their ability to attend school. While some have switched to online classes, others have had to drop or delay college until later. Using official enrollment data for 12 public universities in the State of Texas, this study explores the impact the COVID-19 pandemic has had on student enrollment in criminal justice programs. A series of statistical techniques, including t-tests comparing pre- and post-pandemic enrollment numbers and panel data analysis models, are utilized to investigate the trends and changes in the program enrollments between 2009 and 2021. While in alignment with the existing research on the effect of the COVID-19 pandemic on college enrollment in general the authors have found a negative statistically significant effect of the pandemic on total college enrollment for all universities in the sample, no statistically significant effect of the pandemic was found on enrollment in criminal justice programs at 12 public universities. The effect was also non-existent for engineering and all social science programs combined. In contrast to all other programs studied herein, enrollment in natural science programs was found to be positively associated with the pandemic. Authors offer an explanation for these findings as well as suggest ideas for future research.

Documenting the impacts of increasing salinity in freshwater and coastal ecosystems: Introduction to the special issue

Documenting the impacts of increasing salinity in freshwater and coastal ecosystems: Introduction to the special issue

Математика мұғалімдерінің ақпараттық құзыреттілігін кейс технологиясымен оқытудың тиімділігі

In the article, we examined the effectiveness and advantages of case technology in the system of teaching mathematics teachers used for the formation of information competencies. In the learning system that forms information competence, various methods are used in the learning process. The issues of the effectiveness of case technologies, which are easier and faster to be absorbed by students than monotonous lectures of teachers, are considered. One of the new methods used in the process of learning by modern request is case technology. The content of the technology case is to: analyze, propose possible solutions, and use the characteristics of economic, social, and business situations. Case technology can be considered educational technology since it is based on role-playing games, a project method, and an analysis of some problematic situations. When using case technology, it is important to create certain conditions, consider the specifics of working with the case in different audiences of students, follow the rules for organizing work with the case in a group, and also correctly determine the role of a teacher who differs significantly from the traditional approach. In the article, we set a goal to use case technology in organizing a math lesson and consider it in the context of the integration of the educational process.To achieve the above goal, we proceeded with the following criteria (tasks):-determination of the features of the case technology-to show the application of case technologies in the learning process-discussion of the effectiveness of its application in the learning process.To determine the effectiveness of the case technology, we conducted a three-stage experimental study, which was attended by students of the 1st and 3rd courses of I. Zhansugurov Zhetysu University, the Higher School of Natural Sciences, Physics, and Mathematics educational program. The result of the experiment determined the effectiveness of the goal.

Gender-Related Differences for Subject Interest and Academic Emotions for STEM Subjects among Swedish Upper Secondary School Students

It is hard to attract young persons to engineering and other science, technology, engineering, and mathematics (STEM) fields of education in Sweden. Factors, such as interest and ability, are affecting the educational orientation of students, and many studies suggest that there are gender related differences in students’ perceptions regarding different subject areas. Nevertheless, it is not fully evident why students’ make their educational choices. In this paper, Swedish upper secondary school students’ perceptions of interest and self-efficacy are studied in the form of a questionnaire survey to gain deeper understanding on the choices that are made. Open-ended questions regarding subject interest, as well as questions connecting STEM-related situations with perceived emotions were included, in addition to direct questions regarding interest and self-efficacy. Differences were seen both with respect to educational orientation and to gender, which confirms previous studies. Male students were interested in subjects that are accurate, logical, and scientific, while the female students emphasized the analytical and challenging aspects, in the sense that the subjects forced them to think. Interest and future opportunities affected the choice of program, while the student’s own perceived ability seemed less important. Results with respect to emotions showed that the female students in this study felt insecure and scared in STEM-related situations to higher degree than male students did. Students on the social science program were bored and uninterested, while natural science and technology program students were more interested and confident in STEM-related scenarios. These findings help us to understand how students approach STEM situations, and how to take necessary measures to equalize these situations using a norm-critical approach.

ARGUMENTACIÓN DESDE LA ENSEÑANZA DE LAS SOLUCIONES QUÍMICAS

ARGUMENTATION FROM THE TEACHING OF THE CHEMICAL SOLUTIONS. This research, whit the design and implementation of contextualized laboratory activities in chemistry was carried out, in order to demonstrate the level of argumentation presented by teachers in initial training, first semester of the Bachelor of Natural Sciences program and Environmental Education of the Pedagogical and Technological University of Colombia “UPTC”. This research was developed with a qualitative, interpretive and phenomenological research approach, allowing us to observe the progress presented by the students under study, in terms of argumentative processes, taking as reference Toulmin who describes different levels of argumentation. The research was carried out in three phases: a diagnostic phase that allowed identifying the initial state of the teachers in training, a second phase of design and implementation of the sequence of activities based on situations of context, and finally a third evaluation phase in which the levels of argumentation reached by the students, having as a fundamental basis the triangulation of data between the experiences of the students confronted with theoretical references that would allow us to account for the results found. It was possible to identify the difficulty that students present when preparing structured arguments as proposed by Toulmin, demonstrating the lack of appropriation of scientific language that students have and the low development of this competence at the different levels of academic. Is important to promote the use of different didactic strategies such as experimentation in the classroom, which allow strengthening the different argumentation processes in students.

EVALUASI PROGRAM REMEDIAL MENGGUNAKAN MODEL CONTEXT, INPUT, PROCESS, PRODUCT PADA PEMBELAJARAN FISIKA

This research aims to present the evaluation result of a remedial program using the Context, Input, Process, Product (CIPP) model based on Technical Guidance by High School Directorate year 2010 in Physics Study in SMAN 1 Sekadau Hulu. This study is evaluative research with a descriptive quantitative approach. The data collection techniques used are by employing a questionnaire to the students of the MIA (Mathematics and Natural Sciences) Program, interviews with the school principal, deputy head of curriculum, and one teacher of Physics, as well as documentation. The research data analysis is through steps such as data reduction, data presentation, and conclusions. The data validation techniques used are the source and technique triangulation. The findings showed that (1) context evaluation carried out results in a percentage of 74.73%, categorized as sufficient. (2) Input evaluation carried out results in a rate of 56.88%, classified as low. (3) Process evaluation conducted results in a value of 74.07%, categorized as sufficient. (4) Product evaluation administered results in a percentage of 78.70%, categorized as high. The overall score of assessment on the remedial program in Physic instructions using CIPP evaluation is 71,09% with a category corresponding to the technical guidelines for the remedial program by the directorate of high school development year 2010. Therefore, this research is expected to contribute to improvements in remedial programs as a continuous effort in improving the quality of education programs.Keywords: CIPP Model, Evaluation, Remedial Program

AN ANALYSIS OF ENGLISH NATIONAL EXAM AND ENGLISH TEACHERS’ PERCEPTION USING BLOOM’S REVISED TAXONOMY

The This study was conducted in the purpose of revealing the cognitive domains of Bloom’s Revised Taxonomy in 2015/2016 English National Exam for senior high school level and also finding out English teachers’ perception on the result of 2015/2016 English National Exam questions for senior high school level. Furthermore, this study is classified as a descriptive study, for it analyzed questions used in National Exam and this did not deal with numerical data. The research investigated the cognitive domain used in the National Exam’s questions based on the revised form of Bloom Taxonomy. In addition, quantitative method, in this research, was used to support the qualitative one. This is to know the percentage of using cognitive domains in the questions. This also aims at deciding the most frequent or dominant level applied in the questions in accordance with Bloom’s Revised Taxonomy. Three versions of 2015/2016 English National Exam for senior high school level were chosen from three different programs in senior high school, natural science program, social science program and language program. From each program, the researcher took one version. Then, the questions were grouped based on Bloom’s Revised Taxonomy using checklist as instrument. In obtaining qualitative data, the researcher conducted a semi-structured interview and three schools were chosen in Tondano. There were six teachers to be interviewed. The finding shows that the cognitive domains of Bloom’s Revised Taxonomy used in question items of 2015/2016 English National Exam for senior high school level are remembering, understanding, applying and analyzing levels. Specifically, remembering and understanding levels are the most frequent levels used. There are no evaluating and creating levels found in the exam questions. It was found that question items in 2015/2016 English National Exam for senior high school level are constructed to assess students’ lower level thinking skills. There is no aim at assessing students’ higher level thinking skills in the level of evaluating and creating. The presence of lower level thinking is not balanced with the presence of higher level thinking questions. Teachers have diverse perspectives on question items in 2015/2016 English National Exam for senior high school level related to Bloom’s Revised Taxonomy. The construction of the test should be the responsibility of the local government including schools considering that the real understanding and achievement of students are really known by the teachers who have been teaching and accompanying them throughout the school hours. The speaking skill test items should also be contained in the test.

Respecter les normes et posséder un sens du spectacle en communication orale en sciences: les deux aspects du sentiment d'efficacité personnelle d'étudiants postsecondaires en sciences.

Proficiency in oral communication is an important skill to develop in science. Central to its development is self-efficacy. In this study we examine two aspects of self-efficacy: first, standards and content, and second, showmanship. We looked at these aspects among students enrolled in a natural sciences program at the Quebec collège level (a two-year post-secondary program in which students are usually between the ages of 17 and 19) in relation to their experiences of oral communication on scientific subjects. A sample of students responded to a questionnaire developed as part of this study on perceptions and attitudes towards communicating orally in the sciences (PACOS), first at the start of their program (n = 1292) and then at the end (n = 179). A subsample of this group (n = 26) also participated in an interview for deeper analysis. The results, coupled with those from a previous study, show that the two aforementioned aspects of self-efficacy are distinct but complementary. Moreover, we observed that they are linked to other subcomponents of one’s attitude towards scientific oral communication—namely anxiety, pleasure, perception of relevance, and context. Finally, we noted that the standards and content aspect of self-efficacy remained consistent over time, while the sense of showmanship increased among participants between the start and end of their studies.

Dual Trigger for Final Follicular Maturation Improves Cumulative Live-Birth Rate in Ovarian Stimulation for Freeze-All In Vitro Fertilization/Intracytoplasmic Sperm Injection Cycles.

Study QuestionDoes dual trigger in freeze-all in vitro fertilization (IVF)/intracytoplasmic sperm injection (ICSI) cycles improve the cumulative live-birth outcome compared with human chorionic gonadotropin (hCG) trigger?Summary AnswerDual trigger for final follicular maturation improves the cumulative pregnancy and live-birth rates compared with hCG trigger in freeze-all IVF/ICSI cycles.What Is Known AlreadyDual trigger could increase the numbers of oocytes and mature oocytes and improve pregnancy rates.Study Design, Size, DurationThis retrospective cohort analysis included data from 4438 freeze-all IVF/ICSI cycles between January 2012 and December 2017.Participants/Materials, Setting, MethodsWomen aged 20−49 years who underwent ovarian stimulation and oocyte retrieval for autologous IVF/ICSI with a freeze-all policy in our centre were enrolled. Data on number of oocytes retrieved, number of mature oocytes, clinical pregnancy rate, live-birth rate, cumulative pregnancy rate, and cumulative live-birth rate (CLBR) were assessed and compared between patients who underwent a dual trigger and hCG trigger. Multivariate logistic regression was performed to identify and adjust for factors known to independently affect the CLBR.Main Results and the Role of ChanceA total of 4438 IVF/ICSI cycles were analyzed, including 1445 cycles with single hCG trigger and 2993 cycles with dual trigger. The cumulative biochemical pregnancy rate (60.8% vs. 68.1%, P<0.001; odds ratio (OR): 0.727; 95% confidence interval (CI): 0.638–0.828), cumulative clinical pregnancy rate (52.9% vs. 58.5%, P<0.001; OR: 0.796; 95%CI: 0.701–0.903), and CLBR (44.3% vs. 50.5%, P<0.001; OR: 0.781; 95%CI: 0.688–10.886) were all significantly lower in the hCG-trigger group compared with the dual-trigger group. The clinical pregnancy rate (48.2% vs. 58.2%, P=0.002; OR: 0.829; 95%CI: 0.737–0.934) and embryo implantation rate (34.4% vs. 38.9%, P<0.001; OR: 0.823; 95%CI: 0.750–0.903) in each transfer cycle were also significantly lower in the hCG-trigger group compared with the dual-trigger group. After controlling for all potential confounding variables, the trigger method was identified as an independent factor affecting the CLBR. The OR and 95%CI for hCG trigger were 0.780 and 0.641–0.949 (P=0.013).Limitations, Reasons for CautionThe data used to analyse the effect of dual trigger on cumulative pregnancy and live-birth outcomes were retrospective, and the results may thus have been subject to inherent biases. Further prospective randomized controlled trials are required to verify the beneficial effects of dual trigger.Wider Implications of the FindingsDual trigger had a positive effect on CLBRs, suggesting that it could be used as a routine trigger method in freeze-all cycles.Study Funding/Competing Interest(s)This study was supported by grants from National Key Research and Development Program of China (2018YFC1004800), the Natural Science Program of Zhejiang (LY19H040009), the National Natural Science Foundation of China (No. 81601236). No authors have competing interests to declare.

Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?

This study explores monolingual and multilingual strategies in bilingual education by investigating translanguaging practices in the Georgian monolingual Content and Language Integrated Learning (CLIL). Two research questions guided this research: (1) What Translanguaging practices do teachers use in the CLIL Natural Science program with a monolingual approach? (2) What is the rationale for teachers’ translanguaging pedagogical approaches in monolingual Natural Science lessons in the CLIL? The study utilized a classroom observation qualitative research method to answer the designed research questions. The findings reveal that the planned and implemented curricula differ considerably. The translanguaging approach is more emergent instruction rather than a well-planned and organized process. Second, teachers use translanguaging in scaffolding to support students and explain new teaching materials to be comprehensible. Third, translanguaging makes the instruction more student-centred. when switching to translanguaging, students become more active and more actively engaged in the learning process Fourth, translanguaging in the Georgian separated CLIL model is a more spontaneous strategy derived from classroom dynamics than planned to support learners’ linguistic repertoire. Accordingly, it can be characterized as one of the pedagogical practice of translanguaging, codeswitching, rather than translanguaging itself. Finally, translanguaging is an instrument for teachers’ empowerment

The Development of Illustrated Pocket Book as a Source of Independent Learning in Sensory System Material in XIth Grade of High School Natural Science Program

Learning resources are a component needed in teaching and learning activities. One example of a learning resources often used by teachers and students is books. This study aims to develop a pocket book with a sensory system as a source of independent learning and to determine the effectiveness of a sensory system illustrated pocket book on student learning outcomes in the XI th Grade High School Natural Science Program. This type of research is Research and Development using the 4D Thiagarajan model ( Define, Design, Development and Dissemination ). The effectiveness test used a quasi experimental method with the pretest post-test control group design. The data obtained were both quantitative and qualitative. The results of the validation by material experts scored 95.9 (very feasible), language experts scored 90.77 (very feasible), and layout design experts scored 83.48 (very feasible). The results of the response by the Biology teacher were 99.58 (very feasible), and the results of student responses on individual tests were 97.78, small group tests were 98, and limited field tests were 99.72 under very feasible category. The effectiveness of sensory system illustrated pocket book is seen based on the students' Biology learning outcomes, t-test and N-gain value. The results showed that the sensory system illustrated pocket book as an independent learning resource was very feasible to use in biology learning and was quite effective in improving student learning outcomes in the XI th Grade of High School Natural Science Program.

Students’ difficulties in solving mathematical creative thinking problems on derivative application

This study aims to analyze the difficulties experienced by students in solving mathematical creative thinking problems. Twenty six students at the eleventh grade of Mathematics and Natural Sciences program in a senior high school in Tasikmalaya were involved as research subjects. The research method used in this study was descriptive qualitative in order to describe the difficulties experienced by students in solving creative thinking problems on the topic of derivative application. Problems that are designed refer to mathematical creative thinking indicators including fluency, flexibility, elaboration and originality. The results of the study concluded as follows (1) on the fluency indicator, the majority of students had smoothly applied the concept of function derivatives so that no difficulties were identified, (2) on the flexibility indicator, students difficulties applying other concepts as a different way, (3) on the elaboration indicator, students difficulties in constructing the formulas used and (4) on the originality indicator, students difficulties in representing the shape of images into mathematical equations.

Developing the PAOCS Scale (Perceptions and Attitude toward Oral Communication in Science) for Postsecondary Science Students

The ability to communicate orally is important in science, but few tools assess students’ perceptions and attitude toward scientific oral communication in scientific programs. This research developed the Perceptions and attitude towards oral communication in science (PAOCS) questionnaire for postsecondary students with the theoretical model associated. A sample of 1,295 Quebec college students in a natural sciences program participated in this research, responding to the three versions of the questionnaire during the stages of its development. Principal component analyses (PCA) followed by a confirmatory factor analysis (CFA) made it possible to identify five factors for the PAOCS questionnaire: pleasure, anxiety, perceived relevance, and two aspects of self-efficacy (SEOCS), namely the Norms & Content SEOCS, which relates to the effectiveness in expressing oneself orally, and the Showmanship SEOCS , which describes rather how to be dynamic and capture the attention of the audience. The overall evaluation of the PAOCS shows that this questionnaire has good psychometric qualities and that the components obtained during the validation process support the theoretical model.

L’enseignement des sciences et le politique : un exemple

The institutional conflicts and disciplinary conservatism responsible for the disastrous consultation on the revised natural sciences program for college-level (pre-university) schools in Quebec have convinced me of the need for a political analysis of this process. Here I have attempted to outline the proceedings and power dynamics that have influenced the interactions, whether in-person or not, between various stakeholders. Secondly, I have analyzed the discourse of the program in order to show the notion of science that it projects and to understand its political underpinnings. As we will see, in either case, twenty years on, this is a return to square one characterized by adherence to a form of scientism.

Argument Mapping to Improve Student's Mathematical Argumentation Skills

This study aims at investigating the difference in students' mathematical argumentation skills before and after the implementation of argument mapping in learning mathematics. It is a quasiexperiment with a quantitative approach. The population was the students of class X Natural Sciences Program in a state senior high school in Pasuruan, East Java, Indonesia. 36 students were involved. The instrument was a mathematical argumentation skills test. Several components were established, adopted from the Revised Bloom's Taxonomy, namely identifying (C1), explaining (C2), drawing conclusions (C3), reducing/adding premises (C4), deducing (C5), and developing/constructing (C6). Students' mathematical argumentation skills were analyzed using the Wilcoxon signed-rank test at 5% level of significance (∝ = 0.05). The findings of this study indicate that students' argumentation skills after the implementation of argument mapping is better than prior treatment (p = 0.002). It can be claimed that argument mapping is effective for improving such skills.

Profiling young consumers’ perceptions of GMO products: A case study on Italian undergraduate students

This study focuses on Italian undergraduate students to identify and to characterise distinct hypothetical consumer segments by their knowledge of GMO food. We used data from a survey of 243 undergraduate students from three Italian universities to draw profiles of groups of consumers based on their opinions about GMO products. The main findings show that type of education plays a large role in students’ perception of GMOs. In particular, students in technical and natural science programs (60.90% of the sample) differ from those enrolled in Social Sciences programs (22.63% of respondents). With the former having a better perception of GMO products than the latter.

Students’ Performance in Writing English Exposition Text of the Eleventh Graders of SMAN 13 Jakarta

This article analyzed the understanding of eleventh graders' students at SMAN 13 Jakarta regarding the exposition text. The purpose of this paper was to find out to what extent the comprehension of eleventh graders of students of exposition text through the levels in the Blake Education rubric. The analysis table developed by Blake Education (1998) was used for the essay text analysis process. From the four main indicators studied, the results of this study indicated that (1) the average student was already at level 2, which could be categorized as an understanding of the exposition text; (2) although the average in both the Natural Sciences Program and Social Sciences Program was at level 2, the data showed that the students of Natural Science Program understood the exposition text better than the students of Social Science Program did. This paper also provided evidence regarding the difficulties of students in writing exposition texts. These findings showed that the ability of students to write exposition texts was in the middle or average level.&#x0D; &#x0D;