Natural Science Course Research Articles

Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students’ learning performance and higher order thinking tendency

ABSTRACTOwing to the popularity of tablet computers and smart phones, e-books have become an important medium for both formal and informal learning. However, conventional e-books are mainly designed to provide information in the form of multimedia, implying that students spend most of their time memorizing and comprehending what they read from e-books, while seldom engaging in higher order thinking. In this study, a problem-posing framework is proposed for developing an interactive e-book for guiding students to observe and pose questions. An experiment on an elementary school natural science course was conducted to demonstrate the effectiveness of the proposed approach. The participants were 46 fourth-grade students. From the experimental results, it was found that the problem-posing-guiding interactive e-book can significantly improve the students’ learning achievements, critical thinking tendency, and deep motive. It was also found that the proposed approach did not increase the students’ cognitive load owing to the provision of proper supports during the problem-posing process, which has generally been identified as a challenging task.

Projects for the implementation of science technology society approach in basic concept of natural science course as application of optical and electrical instruments’ material

Preservice teachers in primary education should be well equipped to meet the challenges of teaching primary science effectively in 21century. The purpose of this research was to describe the projects for the implementation of Science-Technology-Society (STS) approach in Basic Concept of Natural Science course as application of optical and electrical instruments’ material by the preservice teachers in Elementary Schools Teacher Education Program. One of the reasons is the lack of preservice teachers’ ability in making projects for application of STS approach and optical and electrical instruments’ material in Basic Concept of Natural Science course. This research applied descriptive method. The instrument of the research was the researcher himself. The data were gathered through observation and documentation. Based on the results of the research, it was figured out that preservice teachers, in groups, were creatively and successful to make the projects of optical and electrical instruments assigned such as projector and doorbell. It was suggested that the construction of the instruments should be better (fixed and strong structure) and more attractive for both instruments, and used strong light source, high quality images, and it could use speaker box for projector, power battery, and heat sink for electrical instruments.

The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy

Recently, researchers have demonstrated the benefits of technology-enhanced science inquiry activities. To improve students’ self-regulation and assist them in controlling their own learning pace through inquiry activities, in this study, a self-regulated science inquiry approach was developed to assist them in organizing information from their real-world exploration. A quasi-experimental design was conducted in an elementary school natural science course to evaluate the students’ performance using the proposed learning approach. One class assigned as the treatment group learned with the self-regulated science inquiry approach, while the other class assigned as the control group learned with the conventional science inquiry approach. The students’ learning achievement, tendency of information help seeking, tendency of self-regulation, and self-efficacy were evaluated. The results of the study revealed that the self-regulated science inquiry approach improved the students’ learning achievement, especially for those students with higher self-regulation. In addition, the students who conducted inquiry with the self-regulated learning strategy increased their tendency of information help seeking, self-efficacy, and several aspects of self-regulation, including time management, help seeking, and self-evaluation. Accordingly, this study demonstrated the effectiveness of the self-regulated learning strategy, an approach with high learner control, in terms of improving students’ learning achievement and their self-regulation.

Engagement and performance in a first year natural resource science course

AbstractQuantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first‐year students accessed lecture recordings, lecture slides, and lecture notes via BlackBoard, in an introductory natural resource course taken by both on campus students and remote students. The findings demonstrated that lecture recordings were not well utilized by students—although only 58% of on campus students attended face‐to‐face lectures, less than 15% of absent students downloaded the missed lecture. Overall, more students downloaded lecture slides (an average of 63% per week) than notes (38%) or recordings (16%). Indeed, the average student downloaded only 1.1 types of the 3 online resources (recordings, slides, and notes) that were available each week, with 5.7% of students downloading all 3 types of resources, 23% downloading 2 types of resources, 42% downloading only 1 type of resource, and 29% downloading none of the 3 types of resources. Finally, remote students were more likely to download lecture notes and recordings than were on campus students. The information presented here is important in understanding student behaviour and engagement.

Efficacy of Online Laboratory Science Courses

The overall goal of this study was to evaluate student experiences in online laboratory courses in order to inform the design and improvement of lab activities in a distance education program. Students were surveyed about their satisfaction and perceptions of usability and learning in both hands-on (at home) and computer-based simulation (virtual) labs in a variety of natural science courses. We also attempted to evaluate the effectiveness of several online chemistry courses taught with either hands-on kits or virtual laboratory activities, and examined the performance of students concurrently enrolled in lecture and laboratory chemistry courses versus those enrolled in a lecture only courses. The majority of survey respondents felt their online laboratory experience was the same as or better than their prior experiences in the traditional setting. Survey data also show that students believe their laboratory experiences reinforced and improved their understanding of concepts presented in lectures and the textbook, and thus may have helped them perform better on course assessments. Our data on performance suggest that students enrolled in online science courses do as well or better than their peers enrolled in traditional courses. The data also suggest that students who take lecture and laboratory concurrently outperform their lecture-only peers, independent of course (i.e., general or organic chemistry) or delivery method (i.e., online or traditional).

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Metacognitive awareness constitutes a part of thinking skills to continuously retain and develop. One of efforts to increase metacognitive awareness is conducting training through lecture integrated in active learning. Self and peer-assessments encourage students to be more responsible for their performance improvement and learning. The population comprised students attending Natural Science course in Faculty of Teacher Training and Education, University of Muhammadiyah Malang; while the samples were all members of the population taken by means of saturation sampling technique. The technique of data collection was by means of Schraw and Dennison MAI (Metacognition Awareness Instrument), written test, and document analysis. The result path analysis showed: 1) there are influences of self and peer assessment in active learning towards awareness of Metacognition and cognitive ability; 2) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on Metacognition awareness; 3) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on cognitive variables; and 4) metacognitive awareness variables have a direct contribution to cognitive variables that are the influence of factors outside the metacognitive awareness variable.

Meaningful learning using concept maps as a learning strategy

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

Teaching Race (Bioculturally) Matters: A Visual Approach for College Biology Courses

Race and racism are considered standard subject matter in introductory college courses in the social sciences, but remain relatively absent in biological science courses (Donovan, 2015; Morning, 2011). Given a resurgence of biologically deterministic racial science (e.g., Risch et al., 2002; Shiao et al., 2012) and ongoing racial tensions in the United States, it is imperative that biology professors actively engage students in introductory and upper-level courses. This paper presents a tested approach used in an introductory natural science course (for undergraduate, non-science majors) at a mid-sized regional university. A biocultural focus is advocated for teaching about the fallacies (i.e., biological race concept) and realities of race (i.e., racism) (e.g., see Gravlee, 2009; Thompson, 2006). Further, an emphasis is placed on using a visual approach for relaying these complex and sensitive topics.

An Open-Source Laboratory Manual for Introductory, Undergraduate Soil Science Courses

Core Ideas The Soils Laboratory Manual is a blueprint for open-source laboratory resources. The Soils Laboratory Manual saves students a combined $12,410 per semester. Open lab manuals should be optimized for laptop screens and printed copies. Instructors can develop course-specific resources using this open-source lab manual. High textbook cost is a major obstacle to affordable higher education. Open textbooks present one solution, but open laboratory manuals must be developed for lab-based courses to successfully reduce overall textbook costs. Here, we present the Soils Laboratory Manual, an open-source lab manual for undergraduate, introductory soil science courses. The manual facilitates the ability for instructors to develop their own editions of the manual customized for their specific course, teaching style, students, or even local soils. The manual was implemented in AGRON 305, an introductory soil science course at Kansas State University. During the fall 2016 and spring 2017 semesters, 213 AGRON 305 students responded to a survey that included questions regarding textbook costs, open textbooks, textbook format, and the Soils Laboratory Manual. Of students surveyed, 62% had forgone purchasing required textbooks due to cost, demonstrating a clear need for textbook alternatives. Overall, the Soils Laboratory Manual was well received. Based on student preferences, lab manual formatting should be optimized for printed copies, or for PDFs viewed using laptops. Adoption of the Soils Laboratory Manual saves AGRON 305 students a cumulative $12,410 per semester. Similar savings are expected as new editions are developed for other soils courses across the United States and abroad. The Soils Laboratory Manual serves as a model for developing open-source resources for natural science courses.

USO DE TEXTOS HISTÓRICOS PARA UMA ABORDAGEM PEDAGÓGICA SOBRE A NATUREZA DA CIÊNCIA

Este trabalho apresenta uma experiência de elaboração, aplicação e análise de Textos Históricos de Natureza Pedagógica envolvendo a recepção, aceitação e disseminação da obra de Nicolau Copérnico. Os textos históricos de natureza pedagógica foram utilizados em um curso de extensão que ocorreu na Universidade Federal do Piauí (UFPI) que contou com a participação de futuros professores de ciências no ensino fundamental, graduandos em Química, Biologia e Ciências da Natureza. Os professores em formação leram os textos e responderam questões referentes aos mesmos, as quais relacionavam aspectos da Natureza da Ciência e da História da Astronomia. Essa ferramenta didática foi utilizada de maneira explícita e reflexiva, com o objetivo de contextualizar os fatos, e subsidiar discussões acerca de aspectos relacionados à Natureza da Ciência. Dessa forma, este trabalho buscou avaliar a legitimidade do uso de textos históricos com finalidade pedagógica para uma melhor inserção da Natureza da Ciência.

Avaliação das dificuldades de aprendizado em Bioquímica dos discentes da Universidade Federal do Piauí

A Bioquímica é uma das disciplinas básicas mais presentes na grade curricular dos diversos cursos da área da saúde e das ciências da natureza. Contudo, a literatura aponta para uma grande dificuldade dos alunos de graduação frente ao aprendizado desta disciplina. Esse trabalho teve como objetivo avaliar, por meio de um questionário, o grau de dificuldade de aprendizado em Bioquímica apresentado pelos discentes, a fim de levantar discussões sobre estratégias de ensino-aprendizagem para tentar minimizar o problema. Constatamos que 86,5% dos alunos pesquisados apresentaram um grau de dificuldade de aprendizado em Bioquímica de médio a alto. Além disso, 62,8% dos alunos relataram ter dificuldades de aprendizado em outras disciplinas em seus cursos de graduação. Associado a esses dados, 81,03% dos estudantes reconheceram ter passado por dificuldades de aprendizado no ensino médio, sendo que as disciplinas mais mencionadas foram matemática (44,73%) e química (38,98%). Como consequência desse problema, 21,4% do total dos discentes pesquisados eram repetentes na disciplina de Bioquímica, o que representa um grupo significativo de alunos com grandes dificuldades de aprendizado. Verificamos que as dificuldades de aprendizado em Bioquímica possuem múltiplas causas, sendo que provavelmente a mais importante é a deficiência na formação dos alunos vindos dos ensinos fundamental e médio.

Can Placement Test Score Predict Success for a First-semester Community College Student in Their First Online Course?

This study examined the following question: What is the relationship, if any, between COMPASS placement scores and the student success in the first online course during the students first semester? Discriminant function analysis was used to examine the relationship.This study used existing data from new students, who took the COMPASS placement test, and were enrolled in an online course at community colleges in Idaho, Montana, Oregon, and Washington over 5 academic years from 2010 to 2015. Data collected from the participating community colleges included COMPASS placement test scores for reading, and writing, any of the four math sections, online course(s) attempted in the first semester, age, gender, course grade, and number of credits attempted during the student’s first semester.Statistically significant relationships were found between reading and writing COMPASS test scores and success in online humanities, natural science, and social science courses. For the math COMPASS scores, pre-algebra had a statistically significant relationship to success in online math courses and natural science courses. College algebra had a statistically significant relationship to success in an online natural science course. Prediction model results were just above and below 70% for each of the statistically significant relationships. The models included students who were predicted to be successful but were unsuccessful.

Creation of distance courses in natural sciences for international students of preparatory phase of training in Ukrainian, Russian, English languages

The aim of this study is to design and implement the educational learning environment for international students’ studying in Ukrainian universities in the form of distance learning courses based on Moodle system. Objectives of the study is to analyze the existing approaches to constructing distance learning courses of training requirements in preparatory phase for foreigners in order to form a remote environment, experimental use of distance learning courses for foreigners in form of blended and distance learning during their preparation for entering universities in Ukraine. The object of research is the process of functioning of blended and distance learning for foreigners who plan to study in Ukrainian universities in Ukraine, Russian, Ukraine and English languages. The subject of research is the use of blended and distance learning for foreigners in organizational, scientific and educational activities of the Department of Natural Sciences of the Faculty of International Education of NTU "KhPI". In the work the analysis and systematization of research on the use of cloud-based ICT in education, research and organizational activities of the university, experimental implementation of the designed cloud-based environment for the subdivision of university using open source software. To assess the effectiveness of the use cloud-based learning environment created a separate department university planned to hold teaching experiment. In this work the analysis and systematization of use the blended and distance learning for foreign citizens in educational process was made, and the experimental introduction of advertising-course "Welcome to study!" developed on the basis of Moodle system in the distance learning courses NTU "KhPI" was fulfilled. To assess the efficiency of distance learning courses for international citizens’ preparatory phase of training according to the basic natural sciences, the pedagogical experiment will be done. Results of the study is planned to summarize the development of recommendations for the design of distance learning courses for foreigners with special courses for distance or blended learning in universities Ukraine.

Impacts of integrating the repertory grid into an augmented reality-based learning design on students’ learning achievements, cognitive load and degree of satisfaction

ABSTRACTAugmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students’ experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants’ cognitive overload and the ways to provide assistance in constructing the presented learning materials. In this study, a mindtool-based AR learning system was developed, based on the repertory grid method and the contiguity principle of multimedia learning, for assisting students in constructing their knowledge in a natural science course. Furthermore, an experiment was carried out on an elementary school natural science course to compare the influences of this method with those of the conventional AR learning system on students’ learning effectiveness. The experimental results show that the designated approach effectively promoted the students’ learning achievements, and no significant difference existed between the mindtool-based AR learning system and the conventional AR learning system in terms of students’ cognition load and satisfaction degree; moreover, both the experimental group and the control group perceived low cognition load during the learning activity and rated their own AR learning systems as being highly satisfactory.

Position of Natural Sciences in the Education of Reformed Higher Schools in the Hungarian Kingdom in Early Modern Age (on Example of Reformed Collegium in Sarospatak)

The Reformation, being one of the most significant streams of thought in the early modern age, was closely associated with considerable changes exhibited in various facets of life, also in the education. Transformation of schools to Protestant ones had a significant effect on the curriculum to some extent also in the use of innovative methods in education. The aim of this study is to show an important attribute of Reformed education, which started in early modern ages in the areas of Upper Hungary and manifested itself by strengthening the status of natural sciences in curriculum. The article focuses on a number of related problems. In the first place, I focus on a time horizon for implementing individual natural science courses in Reformed schools and their status amongst other courses. In addition, I pay attention to the research of the teaching method that was used at the time, the use of new methods, teaching aids, and mention the distinguished personalities that were essential during the process of development and implementation of these courses in schools, as well as other partial issues related to this.

ARCS动机设计模式在高中生物课实践教学中的应用研究

生物学科是学生在高中阶段需要学习的重要自然科学课程，也是培养学生全面发展不可或缺的组成部分。不断提高学生在生物课堂学习的有效性，是教育工作者们的不懈追求。然而高中生的学习成绩会受到诸如面临高考的压力，未来职业问题所带来的压力等等因素的严重影响，导致学生的成绩一直提升不起来，进而产生厌学等一系列的不良后果。为了解决这一问题，本文提出了ARCS动机设计模式来作为推动学生学习的动力，激发他们有效的进行生物课程的学习。基于长时间的生物教学实验，采用对照班进行常规教学，实验班运用ARCS动机设计模式的教学策略。通过两组班级实验前后，在上课做小动作的情况和采用同一套试卷测验的情况进行对比分析。在此基础上，得出相比对照班，实验班的学生的学习动机情感反应和学习成绩均有一定的提高，验证了ARCS动机设计模式可以激发学生的学习动机，提高学业成绩，具有一定适用性，值得在高中生教学中进一步推广。 Biology is an important natural science course for students in high school, as well as an integral part of training students’ comprehensive development. Continuously improving the effectiveness of the students’ biology learning in class is the unremitting pursuit of education workers. However, high school students are influenced by the stress, such as facing the university entrance exam grades, future career and the problems brought about by the pressure and so on factors, lead to student’s result has been raise up, and then cause learning disabilities, such as a series of adverse consequences. In order to solve this problem, this paper puts forward the ARCS motivation design patterns for promoting students’ motivation to learn and stimulate their effective biological course of study. Based on biological teaching experiment for a long period of time, regularly teaching with that in comparative classes, and some experimental classes use ARCS motivational design mode of teaching strategies. Through the two groups before and after the experiment class, in class to do little affectations and use the same set of test paper test condition were analyzed. On this basis, it is concluded that when compared with the comparative classes, the study motivation, emotional reactions and the grades of students in the experimental class have been improved, which verified that the ARCS motivation design patterns can stimulate students’ learning motivation, improve their academic performance. Therefore, it has certain applicability, and worth to be popularized in the high school teaching.

A curriculum-based virtual and physical mobile learning model for elementary schools in museums

Purpose This paper aims to develop a curriculum-based virtual and physical mobile (CVPM) learning model, which integrates related physical and e-learning resources associated with elementary school curricula and supports elementary education. Design/methodology/approach This model provides a highly participative and well-monitored environment with fruitful interactions among students, teachers and museum staff. A practical system was implemented in the National Museum of Natural Science in Taiwan. Findings The results show that the proposed model can effectively extend related learning resources to satisfy the requirements of elementary education. In addition, this model can engage students’ self-directed explorations through problem-solving learning content during the learning process. Research limitations/implications This learning model was implemented in a one-day theme-based learning activity. Generic learning outcomes and qualitative analysis were used to examine the students’ perceptions and the teachers’ feedback of this learning model, respectively. Practical implications The results show that both students and teachers highly appreciated this learning model. The model not only strengthens the connection between museum and elementary curricula but also enhances students’ perceptions and positive attitudes toward natural science courses. Finally, this study offers suggestions for future research. Originality/value This study develops a CVPM learning model which integrates elementary school courses to satisfy the requirements of elementary education and meet museums’ educational strategies for schools. The practical learning system and services have been successfully implemented and are widely available to elementary schools in Taiwan.

Doodling Effects on Junior High School Students’ Learning

AbstractThe main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.

A experimentação como instrumento para o ensino de titulação com uma turma de graduandos em licenciatura em Química

O presente trabalho teve por finalidade utilizar materiais alternativos e de baixo custo como instrumentos para utilizar experimentação de forma a propiciar uma aprendizagem significativa e contextualizada no ensino de Química. A atividade foi desenvolvida com alunos do primeiro semestre do curso de Licenciatura em Ciências Naturais - Habilitação em Química do Campus XIX da Universidade do Estado do Pará, localizado no município de Salvaterra –PA (ilha de Marajó). A estrutura alternativa para a realizar dos ensaios titulométricos foi confeccionada a partir da reutilização de materiais encontrados no dia-a-dia e pela compra de materiais descartáveis no comércio local. Foram realizados cinco ensaios titulométricos com dispersões comuns do dia-dia dos alunos: suco de frutas, extrato de tomate, mel, leite de magnésia e leite integral. Para realizar as práticas e discutir sobre os fenômenos observados a turma de 30 alunos foi dividida em grupos. Posteriormente, os alunos elaboraram um texto dissertativo, com o propósito de avaliar a validação de aprendizagem com a utilização da ferramenta alternativa. Os dados obtidos permitiram diagnosticar que todos os indivíduos envolvidos na atividade aprovaram o uso da ferramenta enquanto um recurso pedagógico para o ensino de química. Acredita-se que a utilização da experimentação a partir de materiais alternativos potencializa sua eficácia nas relações de ensino e aprendizagem em Química.

Development of an effective educational computer game based on a mission synchronization-based peer-assistance approach

ABSTRACTIn this study, a mission synchronization-based peer-assistance approach is proposed to improve students’ learning performance in digital game-based learning activities. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the participants’ learning attitudes, collaboration skills, and learning achievements. From the experimental results, it was found that the educational game with the mission synchronization-based peer-assistance mechanism not only benefited the students in terms of promoting their learning achievements and attitudes, but also improved their collaboration skills via encouraging them to actively provide assistance to their peers during the gaming process. Finally, to further investigate the factors that might affect the performance of the mission synchronization-based peer-assistance approach, the students’ learning behaviors are summarized and discussed.