Nature Of Science Conceptions Research Articles

NATURAL SCIENCE TEXTBOOK AND THE CURRENT PREPAREDNESS OF TEACHERS IN TEACHING THIS SUBJECT

In developed European countries, the content of Natural Science (Science) has played a significant role in national curricula over the past thirty years. Understanding the concept of Natural Science (Science) content, which is an important component of scientific literacy and integrates natural sciences, history of science, sociology of science, and philosophy of psychology, is essential for teachers and students to be scientifically literate. This understanding involves a combination of key structures of scientific activity and the knowledge of natural science, which are necessary for scientific literacy [1,2,3].

Learning Innovations in Coastal Areas Through Augmented Reality and Gamification

This research investigates the development of an augmented reality (AR) application with gamification elements to enhance natural science learning in coastal areas. Validation by media and content experts, along with trials conducted among students, showed high feasibility and strong appeal of the application. Functionality tests, including marker detection range, demonstrated the application's capability to operate effectively in diverse coastal environments. The study highlights the successful integration of AR and gamification as a tool to improve engagement and understanding of natural science concepts in under-resourced coastal schools. This application holds great potential for enhancing the quality of education in coastal areas by offering an interactive and immersive learning experience. Further research is recommended to refine the application and assess its long-term impact on student comprehension and educational outcomes in various coastal communities. This study represents a significant step forward in using innovative AR technology to support learning in coastal regions.

Immersive Sciences: Engaging Young Minds in Natural Sciences through Virtual and Augmented Reality

This study investigated the impact of virtual environments (VEs), such as Virtual Reality (VR) and Augmented Reality (AR), on learning processes within Natural Sciences course of second-grade primary education. To address this objective, an experimental study was designed using a sample of 24 students aged 7 to 8 years from Spain. The subjects used VR and AR to teach about the human body. Knowledge gains were evaluated with pre-tests, post-tests, and delayed tests. Results showed significant improvements in student understanding of the human body. All students improved their results after the experience using VEs, and 14 students achieved post-test scores 80% higher than their pre-test results. The gains obtained through the experience were sustained over time, even after 52 days. While VEs were generally well-received and sparked interest among students in continuing their use, some expressed a preference for traditional learning methods. This research highlights the potential of using VR and AR to overcome challenges in learning abstract or inscrutable concepts in Natural Sciences, such as understanding the internal elements of the human body. By offering immersive experiences, these tools provide a more realistic and tangible view of the subject matter. However, they should be used to complement, not replace, other methodologies, ensuring they align with the student' interests and needs.

ANALISIS KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN BERBASIS MASALAH MATA PELAJARAN IPA DI SD

Critical thinking skills are the ability to solve problems and make decisions when facing a problem. Critical thinking skills can consist of the ability to analyze, interpret, evaluate, summarize, and synthesize various information to prevent negative impacts from occurring. The purpose of this study was to describe and identify students' critical thinking skills. The method used in this research is descriptive quantitative method. Data were collected through survey techniques in the form of questionnaires using test instruments. The results of this study are the average level of students' critical thinking skills at 54.75%. One of the efforts to improve students' critical thinking skills is to apply a problem-based learning model. This is in line with the purpose of science learning, which is to develop student’s' thinking skills in the learning process so that they can apply natural science concepts in their daily activities.

Nature of science conceptions and argumentation skills in different socioscientific contexts

ABSTRACT The purpose of this study was to investigate the consistency of nature of science (NOS) conceptions and argumentation skills among undergraduate student teachers across different socioscientific issues (SSI) contexts. The participants included 80 undergraduate student teachers enrolled in a science methods course at six different universities in Lebanon. The study used a quantitative and qualitative design to compare the responses of students related to NOS and argumentation across different SSI contexts. Two data collection tools were used: questionnaires and interviews. The first questionnaire was a topic knowledge one and the second questionnaire included three scenarios that addressed SSI contexts about water fluoridation, global warming, and genetically modified food. Two sets of questions followed each scenario. The first set concentrated on the components of argumentation (arguments, counterarguments, and rebuttals), while the other set focused on three emphasised NOS aspects (subjective, tentative, and empirical). Results showed that there were differences in the levels of student teachers’ sophistication regarding the argumentation components and NOS aspects across the different contexts. Recommendations for future research and implications for the teaching of NOS and arguments are discussed.

The Effect of PhET Simulation-Based Learning on The Ability to Understand Elementary Science Concepts in Work and Energy Material

This research aims to determine the effect of using PhET Simulation on understanding Natural Science concepts in prospective teachers, with a focus on the material "Work and Energy." This research is quantitative research with a quasi-experimental method. This research involved two groups of prospective elementary school teachers, where one group used PhET Simulation-based learning while the other group used conventional learning methods. Data on understanding science concepts was collected through pretest and posttest, and analyzed using statistical tests. The results showed that there was a significant increase in understanding of science concepts in both groups, but a greater increase occurred in the group that used PhET Simulation. The implications of this research emphasize the importance of integrating interactive technology in science learning to increase understanding and involvement of prospective teachers.

The Relationship Between Learning Activities and the Ability to Understand Natural Science Concepts in Class V

This research aims to: 1) Describe the relationship between student learning activities and understanding of science concepts in the material of changes in the shape of objects. The research used is correlation or relationship research with a quantitative approach. The population in this study were all 5th grade students at SDN 14 Kuala Selakau with a total of 26 students. The sampling technique used was the saturated sampling technique. Saturated sampling technique is a sample determination technique when all members of the population are used as samples. Data were analyzed univariately with a significance level of 5% (0.05). For hypothesis testing, a prerequisite test was used, namely the normality test using the Chi square formula. The results of the research show that: 1) There is a relationship between learning activities and students' understanding of science concepts in the material on changes in the shape of point objects with the criteria for the strength of the relationship being in the very strong category with a correlation coefficient of 0.98. Understanding students' concepts provides a coefficient of 97.81% for student learning activities and the remaining 2.19% is influenced by other factors. Thus, it can be concluded that if the student's learning activities are good, the higher the student's understanding of science concepts, or conversely, the lower the student's learning activities, the lower the student's understanding of science concepts.

An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

The aim of the study was to explore children’s learning of natural science, and the authors chose a literature review as the means to achieve this aim. As the research into children’s emerging science is fragmented into many different theoretical perspectives and many kinds of studies are included, research results deriving from the field can be difficult to summarize. To resolve this issue, Vosniadou’s framework theory was used as the tool for data analysis. Results show emergence as a dynamic interaction between intuitive and counter-intuitive concepts leading to synthetic and scientific models in combination with developing epistemological and ontological skills. The accumulation of synthetic concepts seems to be the most common result of early formal educational input. Both intuitive and synthetic models are predecessors for scientific concepts and models, and these models as such are very important for emerging science. The conclusions suggest that diverse science experiences should bring about more synthetic models. This subsequently creates a wider basis for further development. Another important factor of emergence is the development of children’s epistemic skills and ontological shifts. Research results suggest that it is important for teachers to support children’s epistemic and ontological skills. Enhancing children’s understanding about causality and ontology is an important step towards developing formal concepts of science.

An Indian perspective on interdisciplinary storylines and science practices in a socio-cultural context

ABSTRACT Context-based STEM learning has been proven to be useful as interdisciplinary storylines to regulate the flow and sequencing of lessons to obtain expected outcomes. This case study pilot project aims to contextualise scientific learning to local culture. Student groups sampled from two schools in distinct social backgrounds, reflected varied Indian population. Pre-service middle school science and social studies teachers conducted eight lessons as an interdisciplinary storyline with a few natural and social science concepts utilising an artefact representing the cultural history of India for seventh-graders. Data were collected through manually recording of students’ responses and products made during class activities; researchers’ observations and pre-service teachers’ feedback about finding solutions to the difficulties faced. In order to address three research questions about socio-cultural context in science-curriculum design, student adoption of 3D learning, and overcoming teachers’ challenges, a thematic analysis of data through the lens of five science practices and one crosscutting concept was performed. This study supported context-based STEM learning for the twenty-first century and strengthened cultural anchoring from an early stage implying the need for teacher professional development, curricular reform, and school infrastructure improvements to support policy implementation. Such researches may be extended to varied sociocultural contexts and discipline combinations to offer broader perspectives.

Empirical analysis of quantum mechanics and harmonic applications

A brief review of the main ideas (interpretations) of quantum mechanics is given. Each of the considered interpretations contains a number of disputable provisions, the discussion of which allows us to develop our own understanding of the mechanism of paradoxical quantum phenomena. The article is addressed to all students who study the concepts of modern natural science, and to all readers interested in the questions what is the reality beyond the quantum mechanical experiment or if our perception really shapes the physical world in some way. The author believes that the development of quantum information technologies is impossible without answering these fundamental questions.

The latest achievements of fundamental physics as a tool of “culture shock” in education

Specific topics from the field of the latest fundamental physics are proposed for their implementation in the educational process. It is proved that the considered ideas of elementary particle physics and cosmology contain stunning images. These are modern ideas about the structure of the Universe, about dark energy (cosmological vacuum), and the program for building a unified field theory, and the concept of a non-local observer in general relativity; and the accelerated expansion of the Universe with the Big Rip tendency of a Big Gap, and the geometrodynamic concept, and the multidimensional space-time of our Universe, and the superstring model, and the concept of spontaneous symmetry breaking of the cosmological vacuum. And finally, the anthropic principle. Their summary is given. These problems inevitably contribute to the formation of an association of surprise and surprise among students, which is a strong argument in favor of using shock pedagogy technologies. It is proved that the discussed issues serve the spiritual and moral enrichment of young people and the formation of personally significant qualities of their characters in contrast to the routine and moralistic attitudes traditionally used in the educational process. The question is raised about the need to allocate additional hours in the scope of the discipline “Physics” for students of natural science and engineering areas of training / specialties and to restore the status of the discipline “Concepts of modern natural science” for students of humanities / specialties.

Developing Critical Thinking: A Comparison of Three Disciplinary Approaches

Critical thinking is considered one of the most important results of university education. However, approaches to its development are controversial: there is very conflicting empirical data on the effectiveness of different approaches to the development of critical thinking.
 Comparing approaches is difficult because different studies differ in the sets of critical thinking skills diagnosed, the learning conditions and the disciplines in which these approaches are implemented. Therefore, to carry out a comparative study of the effectiveness of infusion, immersion and mixed approaches to the development of critical thinking, a single discipline was chosen - “Concepts of modern natural science”, the differences between the approaches were formulated, which determined the general and different conditions for their implementation, a local definition of critical thinking for natural science was created, based on which identified a single set of diagnosable skills and developed a tool for their assessment. The study, covering 2019-2022, involved 619 students of the Faculty of Philology of RUDN University.
 The mixed approach turned out to be optimal; it statistically significantly improved all groups of critical thinking skills. The infusion approach is less effective in developing decision-making skills and formulating inferences, but in other respects is not inferior to the mixed approach. The immersion approach is the least effective and primarily affects the group of information comprehension skills. The duration of the formation of critical thinking skills has a significant impact on the results: an impact spread over two semesters is more effective than one compressed into one semester. The difference in results between first and second year students may be explained by the cumulative nature of cognitive growth: learning has a delayed effect and there are epistemological crises in the perception of knowledge.

Problem Based Learning Model Based on Tat Twam Asi for Understanding Natural Science Concepts

Problem Based Learning Model Based on Tat Twam Asi for Understanding Natural Science Concepts

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

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

TO THE QUESTION OF THE TRANSFORMATION OF ENERGY PRODUCTION CYCLES WITHIN THE FRAMEWORK OF FUNDAMENTAL IDEAS ABOUT THEIR EVOLUTION ON THE EXAMPLE OF THE URALS. PART 1. GOLD INDUSTRY

Based on the author's original historical and scientific approach to ranking energy production cycles and analyzing technological shifts in one of the basic branches of the Ural - the gold industry, the history, prospects and possible vectors of the industry development are investigated, taking into account new natural science concepts and modern worldview. The time lags of the technical and technological inertia of the Ural gold industry and its progress are studied in comparison with the evolution of the industry in Russia and in the World. It is shown that the classification of energy production cycles, created mainly in the second half of the twentieth century, is now not correct for the analysis of such a highly specialized industry as the gold industry even. It is not correct for the mining industry or metallurgy in general. In framework of the modern worldview noted, that not so much ore reserves as new technologies are beginning to play an increasingly important role in the industry, in which ideas about raw materials are changing. This significantly changes the status, as well as the historical perspective of mining territories, their potential in comparison with other territories for new industrialization.

Bilingual education of future natural sciences teachers as today’s requirement

The article deals with the issue of introduction of the elements of bilingual education in professional training of future natural sciences teachers. It has been found out that Ukraine has some historical experience of introducing bilingual education in general secondary education institutions. It has been revealed that the main drawback, in this perspective, is the insufficient bilingual training of future natural sciences teachers. The content of the elective course «Science teachers training in US universities» which is taught in English, as one of the means of ensuring a «parity model» of bilingual education for future natural sciences teachers and a «displacing model» has been revealed. Learning of this course involves a dual purpose – the formation of students’ knowledge of the concept of natural sciences teachers training in the United States and (structure, features of the content, forms and methods of science teachers training under conditions of continuous pedagogical education) adaptation of this knowledge to the educational process in Ukraine; formation of intercultural interaction skills. It has been established that the teaching methods which include the use of different doses of assistance during the performance of cognitive tasks and differentiating of their complexity level are effective while teaching this course. The use of such teaching methods allows to provide each student with the optimal conditions for the maximum satisfaction of his cognitive needs and formation of communicative skills. These methods involve a gradual transition from collective forms of work to partially independent and fully independent and performing of the tasks, the complexity of which is growing. The effectiveness of the introduction of the course «Science teachers training in US universities» has been experimentally proved.

Identifikasi Permasalahan Kesulitan Belajar IPA di Sekolah Dasar Negeri Dukuh 1 Kabupaten Tangerang

This study is the first study in the identification of the problems faced in science subjects. The purpose of this research is to identify the underlying science difficulty in elementary school. The study is a quantitative study using descriptive research methods. These data collecting techniques use interview instruments, observation sheets and learning results (cognitive) tests. The findings of this study provide information leading to the difficulty of learning elementary student science. One of the subjects that has to be mastered at an elementary level is the subject of natural science. The implications of elementary science study should make it possible to cultivate the curiosity of learners scientifically. But the reality is not that all trainees have mastered competence as expected. This lack of natural science concepts is due to the difficulty of learners in responding to learning given by their teachers.

Review of Chemical, Biological, and Epistemological Elements: Mamaq Tradition

Mamaq by the ancestors of the Sasak people was an activity of chewing betel nut, lime, betel leaf, and tobacco, and ending with shrinkage. Betel leaves contain glycosides, steroids, triterpenoids, flavonoids, tannins, and anthraquinones. These compounds contain antimicrobial activity that can fight Staphylococcus aureus, Escherichia coli, and Candida albicans fungi. Meanwhile, whiting is a strong base because it has a pH of 11-12.5. This is because in the mouth there is saliva which can maintain a pH of around 6.8. Saliva contains phosphate buffer solutions H2PO4- and HPO42-. And gambir contains a component in the form of catechins which function as antioxidants and antibacterials. The purpose of this research is to study philosophical values, especially epistemology, which investigates the origin, and composition of methods and knowledge related to mamaq philosophy and natural science concepts, especially chemistry, and compounds, and what reactions occur in the mamaq process that has not been revealed. The study uses the library method. From the results of thestudy, it was concluded that in addition to the philosophy in the ingredients for mamaq it can also be described the chemical compounds contained in the ingredients for mamaq, starting from whiting, green betel leaf, gambier, and areca nut.

PENGEMBANGAN BAHAN AJAR KONSEP DASAR IPA TERINTEGRASI NILAI-NILAI KEISLAMAN

This research is development research. It adapts the 4D development model from Thiagarajan which consists of define, design, develop and disseminate. It aims to develop of teaching materials for basic concepts of natural science integrated with Islamic values. Subjects of this research were students of Natural Sciences Education Study Program. The research instrument used consisted of expert validation sheets and student response questionnaires. This research uses quantitative and qualitative data analysis. The results showed that the stages of developing teaching materials were carried out up to the develop stage. The results of the validator's analysis of the feasibility of teaching materials obtained a percentage of 94.55%. This shows that the teaching materials that have been developed are very feasible to be tested and used in learning the Basic Concepts of Natural Science Course. The student response questionnaire assessment showed an acquisition of 4.47 with a percentage of 89.4%, which means that students gave a very good response to the teaching materials that had been developed. Comments given by students in the questionnaire also show that the teaching materials that have been developed are interesting and the material presented is relevant to everyday life.

Implementation of Pop-Up Book Media: Potential Implication on Mathematics and Science Learning Outcomes

Mathematics is important to the broader implications for science education, as science and mathematics are inherently interconnected. The use of interactive and engaging media such as pop-up books can be a valuable tool for teaching natural science concepts and improving student learning outcomes. This study aims to improve students' mathematics learning outcomes through the implementation of pop-up media during the learning process. The current study also describes potential implication of the result to the natural science learning. This research is classroom action research (CAR). This research was conducted at SD Inpres Baru with 16 third grade students as subjects for two cycles. Research data were analyzed descriptively-quantitatively. Data on student learning outcomes were collected using multiple-choice tests. In addition, observation sheets are also used to collect data on teacher and student activities. The results of the research in cycle I showed that the average student score reached 68.87 with classical completeness reaching 43.75%, while the results of observations of teacher activity (68%) and students (69%) were in the sufficient category. In cycle II, the average student score increased to 87 with classical completeness reaching 87.5%. There were better teacher (89%, good category) and student (91%, very good category) activity compared to the results in cycle I. Based on the results of the study, it can be concluded that the implementation of Pop-up Book learning media in learning mathematics can improve students' learning outcomes on flat shape material. The result can be applied to natural science teaching as well, where teachers need to be more active and effective in guiding students in experiments and demonstrations, and ensure that students are actively participating in the learning process.