National Science Education Research Articles

Project technologies in teaching natural sciences

This article reveals the peculiarities of the science teacher's activity in organizing the work of high school students on projects of various types. The relevance of this issue is related to the fact that the project method is one of the most effective methods for increasing the cognitive activity of high school students as well as the formation of key and subject competencies in them, including practical skills that are important in further activities. Different types of projects that can be offered to students in the process of studying natural sciences have been considered. They are classified by the direction and the method of implementation (informational, practice-oriented, research), by the term (short-term, medium-term and long-term) and the form of implementation (individual, group and individual-group projects). The functions of the teacher and students at each stage of the implementation of the educational project have been defined, which include: organizational-preparatory, search, final, resulting, final stages. The roles and functions of students that they can perform in the process of group work on the project have been classified (organizational, motivational, executive, control). Within the framework of the practical part of the research, examples of the application of the project method in the educational process of high school have been given. In particular, the peculiarities of the organization of students’ work during the implementation of an individual informational project in chemistry on the topic: «Methods of disposal of PET-products», a group practical-oriented project from the integrated course «Natural Sciences» on the topic: «Research on the compliance of the school menu with the energy needs of children of different ages» and an individual group research project on physics on the topic: «Aerodynamic properties of paper airplanes» have been considered. The emphasis is placed on the fact that the use of project technologies in science lessons allows to increase the motivation of students to study and also contributes to their academic success. At the same time, it requires high professional training of the teacher to apply the project method in educational activities. Therefore, the direction of further research is the formation of future science teachers’ readiness to use project technologies in the teaching of natural sciences at institutions of general secondary education.

Методичні особливості викладання природничих дисциплін засобами емерджентно-інтегративного підходу

The article is devoted to the search for the possibilities of implementing an emergent-integrative approach to the training of future teachers of natural sciences in the process of mastering the cycle of fundamental sciences: physics, astronomy, astrophysics, cosmology, cosmogony. The possibility of one of the variants of the system-integrative approach to the structuring and study of educational material about fundamental interactions in nature and the current state of the process of combining the physical theories that describe them is substantiated. As research methods, a comprehensive analysis of scientific and methodological sources was used, in which a unified approach to solving pedagogical problems is represented, and a synthesis of the relevant research results published in scientific and pedagogical publications, with the results of the author's work on their experimental implementation in educational practice. We practice teaching the integrative content of the material about fundamental interactions in nature consistently in the form of several stages. First, the nature of all fundamental interactions, their general characteristics, comparative data on the magnitude of numerical values, manifestation of fundamental interactions (forces) in physics, astronomy, chemistry, etc. are considered. The next stage consists in determining the influence of the change in the numerical values of the world constants on the evolution of the universe. After that, modern theories are considered at a qualitative level, which try to combine all fundamental interactions into a single system (scientific picture of the world). As a result of the conducted research, the possibilities of an integrative study of the material about fundamental interactions in nature and their quantum-statistical nature have been clarified. Their fundamentally opposite properties have been determined (long-range nature of gravitational and electromagnetic interactions and short-range – weak and strong), which in combination determine the structural unity and evolution of our universe, the possibility of the existence of a plurality of other universes, the property of inexhaustible «crushing» of matter into smaller and smaller particles, thereby confirming the dialectic of unity and the struggle of opposites.

Preparation of future science teachers for cognitive visualization of the educational process

The issue of designing a qualitative educational environment for the formation of a flexible personality in the light of global world changes has been actualized in the article. Its main essential characteristic is the ability to adapt to the changing conditions of the modern natural and social environment. We consider the visualization of the educational process as a means of improving the quality of educational services, forming a holistic perception of the environment that combines logical and visual thinking. According to the purpose of the article, based on the analysis of existing visualization techniques and their expert evaluation, the most effective ones for mastering the content of natural sciences disciplines as well as professional and methodological training of future natural sciences teachers have been identified and substantiated. The significance of visualization techniques for the educational environment has been determined by the method of expert evaluation according to the criterion of «didactic quality». Its indicators are: the possibility to use information educational environment of the higher education institution on the base of existing material and technical support; importance for creating a positive emotional background for teaching; importance for organizing interactive pedagogical interaction of participants in the educational process; accessibility for perception of educational information; expediency of use in the future natural sciences teachers professional training; easy to use both for teachers and students. The five most effective visualization techniques for ensuring a holistic perception of knowledge by combining logical and imaginative thinking (scribing, mind map, infographics, timeline, tag cloud) have been identified by ranking. The effectiveness of the scribing technique and its influence on the formation of indicators of the fully assimilated knowledge quality such as depth and awareness has been experimentally proved.

Evaluating STEAM-competence of prospective natural science teachers

Introduction. The article studies the problem of developing STEAM competence in undergraduates pursuing their first degree in natural science education. The authors justify the necessity of introducing the discipline called ‘STEAM-approach in natural science education’ into the curriculum. The purpose of the article is to assess the readiness of future teachers of natural science subjects to implement STEAM education. Materials and Methods. The research methodology follows integrative, complex and contextual principles and the essential ideas of STEAM education aimed at the formation of STEAM-competencies in future natural science teachers. The authors summarized existing approaches to identifying key competencies, developed the structure of STEAM competence and designed the syllabus for ‘STEAM approach in natural science education’ discipline. The academic discipline ‘STEAM approach in natural science education’ was integrated in the curriculum of ‘Biology and Geography’ undergraduate programme and tested in the educational process. Final evaluating procedures which assessed the level of developing the components of STEAM competence included the comparative analysis of data obtained by means of questionnaires of teachers and students and the comparative assessment of some components of the STEAM competence in the control and experimental groups. Experimental work was conducted in secondary education settings in the Republic of Belarus and in the Faculty of Natural Sciences at Belarusian State Pedagogical University named after Maxim Tank. The study involved 33 natural science teachers and 70 undergraduates doing their first degrees in the Faculty of Natural Sciences at BSPU named after Maxim Tank. The methods of theoretical analysis, comparison, questionnaire, testing, and statistical data processing were used in the study. Results. In the course of the research, the need for the formation of STEAM competence in future teachers of natural science subjects is substantiated; a system of their preparation for the implementation of STEAM education is developed and justified. The results of experimental work confirm that the effectiveness of training future natural science teachers to implement STEAM approach is determined by academic disciplines, which involve students in STEAM education. Conclusions. The results obtained prove the effectiveness of developing STEAM competence in future natural science teachers by means of targeted method training provided at the first stage of higher education. Teaching ‘STEAM approach in natural science education’ discipline as one of the elements of future teachers’ method preparation for implementing STEAM education contributes to the improvement of their STEAM competence.

Immersive, interactive virtual learning environments increase accessibility in soil science

AbstractAs the use of online education increases, technologies to improve the quality of learning have been improving alongside it. One method of information dissemination is virtual learning environments (VLE), in which educators can tailor digital lessons according to their subject and the needs of their students. For soil science, and field‐based sciences in general, this technology holds great potential in addressing issues of accessibility. Field labs can be challenging due to monetary, time, and physical constraints; however, the use of VLE can allow for students to indefinitely access field settings in a safe and repeatable way with no additional cost. We have built the framework for and created an immersive soil science–based VLE in the Laramie Range Mountains, examining terrain and soils along six sites on a catena. When this VLE was used in a class of 26 upper level morphology and classification students as a supplemental field trip, scores before and after use were comparable; however, students reported an increase in engagement and interest in the VLE itself, as well a general increase in understanding of relationships between landscape processes and soil formation. Using this technology structure in distance learning enhances our ability to deliver high‐quality, immersive, accessible content as natural science education progresses.

PROBLEMS OF FORMING THE ENVIRONMENTAL AWARENESS OF THE PERSONALITY OF THE FUTURE SCIENCE TEACHER

The article reveals modern problems of the formation of environmental awareness of the personality of the future teacher of natural sciences. The features of the future teacher's environmental awareness are determined. Forming the personality of a future

Contributor biographies

Contributor biographies

Conservation Tree: A Game for Teaching Science, Botany, and Environmental Education

In recent decades, the teaching of Biology and Natural Sciences has been primarily focused on preparing students for college entrance exams (Silva, 2019), reducing education to the memorization of concepts, rules, and processes and limiting nature to repetitive events (Costa; Mota; Brito, 2021). To fully comprehend scientific knowledge, it’s necessary to consider everything that surrounds the organisms discussed in these courses (Monerat & Rocha, 2018). Botany education was, for an extended period, disconnected from the natural environment (Pereira-Ribeiro et al., 2018). Publications in the field predominantly emphasized foreign flora and landscapes over domestic ones, leading to a decline in interest in botany (Mello, 1996) and, consequently, neglecting the native landscape as part of students’ daily life. Alternative teaching tools are crucial for understanding the subjects taught in the classroom and for retaining the terminology and concepts presented in theoretical classes across various disciplines (Perini & Rossini, 2018). The participation of students in group games aims to stimulate children and adolescents to develop logical reasoning and promote greater social integration among students (Paiva; Fonseca; Colares, 2022). In this context, this university extension project’s primary objective is to develop and test methodological strategies as alternative tools for teaching Natural Sciences, Botany, and Environmental Education. The foundation of these strategies is botanical educational games rooted in regional flora, which were tested in 6th-grade classrooms at the State School Maria Almeida do Nascimento in Coari/AM. The methodology includes meetings with student extensionists to outline evaluation measures, the application of games, and the dissemination of the results. These results have been made available as an alternative methodological tool for the school’s teachers. As a result, it was observed that the game effectively facilitated the introduction and consolidation of botanical content, particularly in plant morphophysiology and environmental conservation, among community learners, who are 6th-grade students for whom the game is intended.

How much do teachers know about self-regulated learning? To what degree and in what way do they encourage it in students?

IntroductionSelf-regulated learning (SRL) is a multidimensional process that involves personal (cognitive and emotional), behavioral, and contextual components. Teachers, as mediators in socialization, can influence SRL in various direct and indirect ways: by instructing students on effective learning strategies and structuring the learning environment. Most teachers agree that students should be helped to become self-regulated in their learning, however, they are unsure of how to do this, which is why they encourage it to a limited degree. Therefore, the objectives of the research were: (1) to examine how much teachers know about SRL, to what degree and how they encourage it in students; (2) to examine the differences in encouraging SRL with regard to gender, seniority, type of school and status of school subjects they teach.MethodThe research was conducted using an online questionnaire at two measurement points. A total of 251/179 primary and secondary school teachers in Croatia participated in the study. To assess teaching knowledge and methods of encouraging SRL, the questionnaire employed both open-ended questions (“Provide your own subjective definition of self-regulated learning.”; “How you promote self-regulated learning in your practice? Which approaches are most effective?”) and the Self-Regulated Learning (SRL) Encouragement Scale (encouragement of learning planning and learning organization strategies, metacognitive monitoring of learning, elaboration and evaluation, understanding and effort investment).ResultsTeachers only partially know what self-regulated learning constitutes. About two-thirds of teachers have heard of the SRL, but only 14% accurately defines the construct. When defining SRL, they most often emphasize independently regulated/directed learning, and the definitions are mostly partially correct. On the other hand, teachers estimate that they encourage SRL to a significant extent. There are certain discrepancies in the data regarding the methods of encouraging SRL depending on the methodology (qualitative/quantitative). Teachers encourage SRL to a limited extent and provide implicit and indirect SRL encouragement. The results indicate that female teachers and teachers in humanities encourage SRL to a greater extent when compared to natural science and technical subject teachers, and the same goes for elective subject teachers when compared to compulsory subject teachers.DiscussionThe results have theoretical, but also great practical implications when it comes to the implementation of this multidimensional and complex construct in the educational system. They corroborate the theoretical foundations of SRL and SRL encouragement, whilst indicating the need for improving teachers’ knowledge and competencies in regard to SRL encouragement in students.

Organization of competence-based training in the teaching of the Nature subject in general education schools

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

Challenges Faced by Students in Answering Biology Essay Questions in the English Language

Effective writing abilities are essential for science students to articulate their thoughts and critical thinking, enabling the assessment of their scientific knowledge progression. This study aims to uncover the challenges Malaysian Higher School Certificate (STPM) students face in answering Biology essay questions in English. Using a document analysis approach, examiners’ feedback from 27 STPM Biology Candidate Reports of essay questions spanning 2013 to 2021 were inductively analyzed. Thematic analysis unveiled the challenges faced by students in answering Biology essay questions in English. The analysis reveals two primary hurdles faced by STPM Biology students. The most substantial challenge pertains to the ‘content’, followed by ‘content and language’. Deficiencies in scientific comprehension and principles were evident within the ‘content’ category. In ‘content and language’, students needed help to compose English responses. Factors like ‘technical term’, content, language, and technical term’, ‘language’, and ‘technical term and language’ held little significance. Intriguingly, ‘content and technical term’ posed the least difficulty; inaccuracies in specialized vocabulary usage caused confusion and point deductions. These findings highlight the substantive challenges STPM Biology students face in the domain of natural science education. The study underscores that prevalent issues addressing STPM Biology essay questions revolve around insufficient content coverage and limited English proficiency. Addressing these challenges and devising instructional strategies to bolster content comprehension and language skills within the natural science context proves pivotal. By tackling these issues, educators and policymakers can cultivate a more supportive and effective learning environment for STPM Biology students.

USE OF INTERACTIVE TECHNOLOGIES OF COLLECTIVE AND GROUP LEARNING (ON THE EXAMPLES OF STUDYING SCHOOL COURSES OF GEOGRAPHY AND NATURAL SCIENCE «GETTING TO KNOW NATURE»)

The standards of modern education set before every teacher the task of forming a person of a new generation – creative, active, proactive, one who uses innovative approaches in solving problem situations.The concept of the New Ukrainian School puts forward new requirements for the organization of education for those seeking education. It is possible to implement this work only when each student performs his educational process as effectively as possible. Traditional methods of education aimed at improving the information system of education do not provide the opportunity to fully reveal the inner creative and intellectual potential of each person, because it continues to be dominated by the traditional psychological and informational approach, which is aimed at developing memorization skills, rather than thinking and acting, and not the development of all psychological processes of the individual, which he should involve in the learning process.The article highlights the problems of using interactive learning technologies in the school natural science course “Getting to Know Nature”. Interactive technologies of collective and group learning (“microphone”, “unfinished sentences”, “brainstorming”, “teaching – learning”, “openwork saw”, “situation analysis are considered”), “decision tree” and others.It is noted that such an organization of training creates a special educational environment for personality development. Through mutual learning, experience in solving problems based on its theoretical understanding and application is acquired.
 Keywords: method of teaching natural science; interactive educational technologies; “microphone”; “unfinished sentences”; “brainstorming”; “teaching – learning”; “openwork saw”; “situation analysis”; “decision tree”.

Book N.V. Siukayev «Universe around us» in the aspect of methodology of teaching natural sciences and natural sciences in native language lessons in secondary school

Book N.V. Siukayev «Universe around us» in the aspect of methodology of teaching natural sciences and natural sciences in native language lessons in secondary school

Building Readiness of Future Natural Science Teachers for Professional Activities Using Stem Tools

Aim. The aim of the study is to determine the level of readiness of future science teachers to use the STEM approach in the educational process and to develop recommendations for the integration of relevant STEM tools into the educational process of Ukraine. Methods. The study involved the following methods: the focus group method, the two-phase survey, the accompanying survey, the variable impact method, and the statistical analysis. Results. Students majoring in natural sciences are poorly prepared for the integration of STEM tools. Students of the experimental subgroup became more ready to use STEM tools and developed a more structured vision of systemic issues. Comprehensive educational courses are an effective means of preparing future teachers for the integration of STEM tools in their future activities. Conclusions. STEM approach can be effectively integrated into teaching natural sciences through comprehensive educational courses and practical activities that develop the future teachers’ skills. Virtual laboratory technologies demonstrated the greatest effectiveness. Prospects. Prospects for further research focus on the need to verify the obtained results for a wider sample of future teachers of natural sciences and other majors of higher education institutions (HEIs).

Pengembangan Modul Ajar Berbasis Problem Based Learning pada Materi Pewarisan Sifat untuk Fase D SMP

Indonesia has implemented the Independent Curriculum in the 2021/2022 school year in several schools. Based on the results of observations, the lack of socialization makes it difficult for teachers to implement the Independent Curriculum, so teachers do not yet have complete teaching modules. This study aims to produce problem-based learning teaching modules for natural sciences in phase D of junior high school that are legible. This research is a development research that uses the 4D model with four stages, namely define, design, develop and disseminate. Due to time and budget constraints, this study only used three stages, namely define, design and develop. The subjects of this study were five natural science teachers as respondents. The object of this research is the problem-based learning module of inheritance for natural science subjects in phase D of junior high school. This study uses primary data types. The data analysis technique of this research is descriptive analysis technique and Likert scale. Based on the results of teacher observations, the development of teaching modules can be used as a solution. As much as 100% of teachers agreed to choose inheritance material to be used as the development of teaching modules. Based on the research, the inheritance teaching module was obtained with a readability value of 92.43%. It can be concluded that problem-based learning has been produced with inheritance teaching modules for natural science subjects in phase D of junior high school which read very well.

Developing Science E-Modules based on Scientific reasoning Skills for Primary Education Course

This research was conducted to answer the need for teaching materials in natural science education lectures in elementary schools due to the importance of teaching materials that can answer the challenges of technological advances. Where at this time technology is needed to support learning in the classroom so that it is more interactive, interesting, fun and can be done anywhere and anytime. Based on the needs analysis, lecturers have not fully used electronic-based media in lectures, and have not been fully able to produce good and correct electronic-based media or teaching materials. In addition, there is still a lack of teaching materials that can improve students' scientific reasoning abilities. This study aims to develop electronic modules (E-Modules) based on scientific reasoning in natural science education lectures in elementary schools in the Elementary School Teacher Education Study Program. The research design used is research and development with the stages of the ADDIE model which consists of the stages of Analysis, Design, Development, Implementation and Evaluation. The findings of this research are products in the form of Scientific Reasoning E-Modules for natural science education lectures in elementary schools in the Elementary School Teacher Education Study Program. Based on the results of the validation test by the team of experts, the module was declared fit for use and met the criteria as an online teaching module. Based on the test results of the implementation of the use of the module, the module was declared feasible for use and able to facilitate the improvement of students' scientific reasoning abilities based on the results of the pretest and posttest, the t test results showed that t-count was greater than t-table which was (8.30 > 1.691). Therefore it can be concluded that the developed e-module is very useful and can meet the criteria for the need for natural science education lectures in elementary schools.

Opportunities and Challenges in the Work of Natural Science Teachers During Online Teaching: Teachers’ Beliefs and Attitudes

The COVID-19 pandemic has had a catastrophic impact on all sectors of the economy worldwide, including education. This led to the closing of schools, soon followed by online teaching that replaced traditional classroom teaching for the duration of the pandemic. This case study is relevant to examining natural science teachers’ attitudes and beliefs about online teaching and the challenges they faced during the pandemic. Data were collected using standardized, open-ended interviews with six outstanding natural science teachers from elementary schools. In this article, we explore the work-related challenges and opportunities experienced by outstanding teachers because of the COVID-19 pandemic and the introduction of online teaching. The results of the study show that teachers are open to changes and express relatively positive attitudes and beliefs about online teaching during the COVID-19 crisis, such as using a variety of digital tools during online teaching and after returning to classroom teaching. They are developing and improving their digital competences as well as their self-reflection skills, which give them the space they need to reflect consciously and deeply on their teaching. However, they encounter various obstacles to teaching online, such as technical difficulties, difficulties in assessment, excessive parental involvement in children’s work, etc. The efforts to develop personally and professionally improve the quality of pedagogical work, including distance learning, and contribute to the development of teachers’ professional identity. The limitation of this study is relatively small group of teachers who participated in the research, i.e., only six of them.

Developing competencies of natural science teachers for designing and organizing STEM education activities in Vietnam

STEM education has gained attention in many countries around the world and is asserted to be of great importance in teaching at all school levels. In this research, the authors proposed a process for developing the capability to design and organize STEM activities in secondary schools for Natural Science Teachers (NSTs), teaching the basic topics integrated in Physics, Chemistry, Biology, and Earth Science contents according to the new secondary education program in Vietnam - 2018. The research was carried out in three steps: (1) Professional training to improve NSTs ‘competence for understanding STEM education; (2) Designing assessment tools for the NSTs capability in designing and organizing STEM activities; (3) Assessing the NSTs’ capability using the tools. The research methodology was conducted with 122 Vietnamese NSTs to measure the pre-and post-intervention results. The findings revealed that the participants made significant progress in their teaching performances (the average points for their capability to design and organize STEM education increased from 1.58 to 2.33). This NSTs improvement can be seen as an excellent case study that will encourage other teachers to implement STEM education more frequently in Vietnamese schools contributing to building sustainable education systems.

Using Sequential Pattern Mining to Understand How Students Use Guidance While Doing Scientific Calculations

AbstractIn natural science education, experiments often lead to the collection of raw data that need to be processed into results by doing calculations. Teaching students how to approach such calculations can be done using digital learning materials that provide guidance. The goal of this study was to investigate students’ behaviour regarding the use of guidance while doing scientific multi-step calculations, and to relate this behaviour to learning. Sequential pattern mining was used to i) identify students’ behaviour patterns while doing calculations in an online learning environment, ii) study the relation between use of guidance and success on first attempt at submitting a calculated value, iii) study the relation between students’ use of guidance and learning gain, and iv) study the relation between students’ use of guidance and prior knowledge. Data showed that all students frequently used the guidance provided in the learning task. Moreover, students who used the option to check their intermediate calculations and students who studied worked examples were more likely to successfully complete the calculation on their first attempt than students who did not use this guidance. Guidance in the form of hints was used frequently. However, using the hints did not result in more success at the first attempt. We did not find a relation between learning gain and use of guidance, but we did find a trend that students with a low prior knowledge used more guidance compared to students with a high prior knowledge. The results of this study imply that providing hints and intermediate calculations is of utmost importance for students to independently complete scientific multi-step calculations.

THE CURRENT STATE AND WAYS TO IMPROVE THE QUALITY OF TRAINING OF SPECIALISTS IN THE SPECIALTY "ECOLOGY" AT POLTAVA V.G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY

The article deals with the state of higher environmental education at V.G. Korolenko Poltava National Pedagogical University. The stages of formation of the (bachelor's) level of higher education in the specialty 101 "Ecology" are highlighted. The priority directions of professional development of teachers of natural sciences are analyzed. The ways to improve the quality of training of environmental specialists at the Poltava V.G. Korolenko National Pedagogical University are considered. It has been found that the university creates and provides mechanisms for comprehensive educational, organizational, informational, advisory and social support for students during their studies. Communication and support for students of the educational program is carried out at the following main levels: higher education student ‒ teachers; curators; university services; student self-government bodies. Communication is carried out directly (communication during classroom classes, in the framework of writing term papers and qualification papers; in the preparation of various events, etc.) and indirectly (providing access to educational and information materials on the University's web resources; access to the library repository; creating groups in social networks, etc.). This structure of communication between the participants of the educational process allows for the implementation of educational and informational (exchange of educational, scientific, educational and methodological information; transfer of socially significant norms and values), organizational (coordination of joint actions, feedback between the subjects of interaction), advisory (clarification of certain issues arising within the educational process) and social (providing support, motivating students) functions.