Science Education Perspective Research Articles

Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms

ABSTRACT Students’ interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students’ interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore necessary to foster or at least maintain students’ interest. Despite the variety of approaches that have already been examined in order to promote student interest, the problem of low-interested students remains. Prior findings indicate that specific person characteristics and the students’ perception of the situation seem to be moderate the effectiveness of many approaches. The current intensive repeated measure intervention study addresses the investigation of a possible interest trigger (formative assessment) and also the process that influences the perception of this trigger. Based on a sample of 9th-grade chemistry students (N = 200), three different interventions of formative assessment were implemented in regular classrooms. Students’ situational interest was assessed repeatedly in short time intervals. Based on multilevel analyses, not all interventions were perceived as equally interesting by the students. While students’ individual interest influences the perception of all interventions positively, the impact of gender, chemistry grade, and enjoyment varies across the interventions.

A Historical Perspective of Science Education in Japan: Which Way is it Headed in the Future?

Japan has achieved rapid modernisation compared with other Asian countries, and Japanese students often obtain higher scores on international science assessment tests than students from Western countries that have influenced Japan. The question of what led Japan to attain such a position and what can be expected in the future persists. To understand the future of science education in schools, called rika in Japan, as well as its complex and multi-layered status in schools, it is important to employ a historical approach. This study examines the following analytical points: the slogan “Science for all and for excellence,” the West’s influence, and social changes. This study also explores the pre- and post-World War II eras. Finally, expectations for the near future are discussed. It is known that Japan will continue to develop rika that encompasses both homogeneous and heterogeneous Western science education, considering the global trends in science education. Consequently, while the policy of “Science for all” will be maintained in the near future, “Science for excellence” programmes, such as the “Super Science High Schools” programme, can be extended in terms of the supply of future scientists and engineers. This can be partly at the request of the industrial sector to survive international economic competition based on scientific and technological innovation and to maintain its international status. An important lesson from history is that science, as a part of liberal education, is provided for the individual wellbeing of scientifically literate citizens, rather than for the nation’s benefit. Therefore, the duality of “Science for all and for excellence” should not be considered in terms of binary opposition; “for excellence” should be recognised as encompassed by and a form or part of “for all.”

The Construction of Civil Scientific Literacy in China from the Perspective of Science Education.

On 25 June 2021, the State Council issued the new Outline of the National Action Scheme for Scientific Literacy for All Chinese Citizens (2020–2035) (Outline of Scientific Literacy). In order to provide reference for its implementation, this study analyzes the achievements and obstacles in the implementation of the old Outline of Scientific Literacy (2006–2010-2020) based on the results of all previous surveys on civic scientific literacy (CSL) in China and from the perspective of science education. The results showed a continued steady growth in CSL, from 1.6 in 2005 to 10.56% in 2020. Specifically, male, urban, and younger adults were more likely to qualify as possessing CSL. Moreover, education level was found to be positively related to CSL. The study also found that in China, the effectiveness of formal science education has been hampered by the long-term division of the arts and sciences, examination-oriented education, the urban–rural gap, and the aging population. In terms of informal education, 37.2% of Chinese citizens visited science museums in 2020, and the Internet plays an increasing important role. Nowadays, Chinese science popularization lacks interaction, with limited opportunities for public engagement. There are deficiencies in both the country’s formal and informal science education, meaning that there is still much room for improvement in the promotion of CSL in China.

Visitation Rate Analysis of Geoheritage Features from Earth Science Education Perspective Using Automated Landform Classification and Crowdsourcing: A Geoeducation Capacity Map of the Auckland Volcanic Field, New Zealand

The increase in geoheritage studies has secured recognition globally regarding the importance of abiotic natural features. Prominent in geoheritage screening practices follows a multicriteria assessment framework; however, the complexity of interest in values often causes decision making to overlook geoeducation, one of the primary facets of geosystem services. Auckland volcanic field in New Zealand stretches through the whole area of metropolitan Auckland, which helps preserve volcanic cones and their cultural heritage around its central business district (CBD). They are important sites for developing tourist activities. Geoeducation is becoming a significant factor for tourists and others visiting geomorphological features, but it cannot be achieved without sound planning. This paper investigates the use of big data (FlickR), Geopreservation Inventory, and Geographic Information System for identifying geoeducation capacity of tourist attractions. Through landform classification using the Topographic Position Index and integrated with geological and the inventory data, the underpromoted important geoeducation sites can be mapped and added to the spatial database Auckland Council uses for urban planning. The use of the Geoeducation Capacity Map can help resolve conflicts between the multiple objectives that a bicultural, metropolitan city council need to tackle in the planning of upgrading open spaces while battling of growing demand for land.

Insects and society from the perspective of science education: Changes in elementary-school science textbooks and the Nawa Insect Museum

Insects and society from the perspective of science education: Changes in elementary-school science textbooks and the Nawa Insect Museum

Enhancing Education for Sustainable Development Through Geographical Perspectives in Chemistry Teaching

Chemistry, with its related technical applications, is of crucial importance for creating a sustainable future. Without chemistry, current challenges will be difficult to solve. Such problems include meeting most of the Sustainable Development Goals (SDGs) announced by the United Nations and adherence to planetary limits, for example, novel chemical substances being released to the environment, biochemical flows, and climate change. Such challenges can, however, only be solved via transdisciplinary approaches. They can never be fully explored by a single discipline only, either in reality or in the context of teaching and learning. In order to strengthen education for sustainable development (ESD), we suggest including geographical perspectives in science education. Geography commits itself to the analysis of human-environment systems and combines social perspectives with those found in the natural sciences. In our opinion, such an approach can increase the educational value of science learning, e.g. in the case of chemistry education. An exploratory interview study with twelve purposefully selected chemistry teachers was recently conducted in order to explore chemistry teachers’ views on implementing geographical perspectives. This study reveals that German chemistry teachers view such inclusion as generally positive, but also recognize limitations in the approach due to curricular and time constraints.

Enhancing Biochemistry Lab with Arduino

The advancement of the new technologies of information and communication brought significant contributions to science education. The most remarkable and widespread technology is handheld computers, such as smartphones. Some examples of the benefits brought by personal computers to science education are the possibility of interaction with models and their development, the capacity of data storage, treatment, exchange, and visualization as well as the possibility to simulate complex systems. The capacity of having things (instruments, equipment, sensors, actuators) connected to the internet opened a unique perspective for science education that is the possibility of massively teaching science by doing science, even in online courses. Experiments can be planned, and data can be collected and interpreted remotely, using personal devices and equipment that can be made available to students for remote operation, from their schools.We have developed Arduino based pieces of equipment to enhance biochemistry lab optimizing data collection and treatment processes. In this work, it will be presented the results obtained from an online automatic titrator and a low‐cost spectrophotometer. The automatic online titrator (Figure 1) is composed of two scales on which stock solutions of titrants are deposited. The titrant solutions are added to the titrated using peristaltic pumps. A magnetic stirrer plate on which is placed a Becker containing the titrated, having its base illuminated for better visualization of the titration reactions. A pH meter is immersed into the titrated. All measurements of the sensors (scale and pH) are broadcasted online to a web page. The peristaltic pumps and magnetic stirrer controllers are also made online through the same page. Among the experiments that can be performed using this equipment is the amino acid, buffer, and pH indicators titrations.The low‐cost spectrophotometer (Figure 2) was constructed by using an RGB LED and a light detector. The RGB LED can be set to deliver visible light at various wavelengths. Among the experiments that can be performed with this equipment is the dosage of proteins and glucose. We used the low‐cost spectrophotometer for protein dosage by the Bradford method, and for glucose dosage by the Somogyi‐Nelsen method. The results obtained showed a correlation higher than 0.98 with the same measurement made in a commercial spectrophotometer.The use of Arduino technology has enormous potential to increase biochemistry laboratories. Among the equipment developed, the online automatic titrator allows the realization of titrations in a faster way and with the automatic registration of the data. It allows students to devote more time to the planning of the experiments and interpretation of the results. The spectrophotometer developed, presented results equivalent to commercial equipment, and for its small size and battery power, it can be used in field activities. We have also taught graduate students to build their equipment to optimise the experiments they perform in their research and classes.Support or Funding InformationThis study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001, CNPq, and grant# 2016/05243‐7, São Paulo Research Foundation (FAPESP)This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Exploring Students Competencies to be Creative Problem Solvers With Computational Thinking Practices

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in 21st century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included ‘generalization’ in CTPF of science education instead of ‘parallelization’ which was not found. The implication about teacher education was made based on the CTPF in terms of science education.

認知的/社会文化的文脈を統合した学習環境のデザイン研究 ―科学教育の領域に焦点を当てて―

認知的/社会文化的文脈を統合した学習環境のデザイン研究 ―科学教育の領域に焦点を当てて―

Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change

Now a day, conceptual change is the most valuable issues in the science education perspective, especially in the elementary education. Researchers have already dialed with the aim of the research to increase level conceptual change process on the electric conceptions through Visual Multimedia Supported Conceptual Change Text (VMMSCCText). We have ever utilized research and development method namely 3D-1I stands for Define, Design, Development, and Implementation. The 27 pre-service elementary teachers were involved in the research. The battery function in circuit electric conception is the futuristic concept which should have been learned by the students. Moreover, the data which was collected reports that static about 0%, disorientation about 0%, reconstruction about 55.6%, and construction about 25.9%. It can be concluded that the implementation of VMMSCCText to pre-service elementary teachers are increased to level conceptual change categories.

Towards a truer multicultural science education: how whiteness impacts science education

The hope for multicultural, culturally competent, and diverse perspectives in science education falls short if theoretical considerations of whiteness are not entertained. Since whiteness is characterized as a hegemonic racial dominance that has become so natural it is almost invisible, this paper identifies how whiteness operates in science education such that it falls short of its goal for cultural diversity. Because literature in science education has yet to fully entertain whiteness ideology, this paper offers one of the first theoretical postulations. Drawing from the fields of education, legal studies, and sociology, this paper employs critical whiteness studies as both a theoretical lens and an analytic tool to re-interpret how whiteness might impact science education. Doing so allows the field to reconsider benign, routine, or normative practices and protocol that may influence how future scientists of Color experience the field. In sum, we seek to have the field consider the theoretical frames of whiteness and how it might influence how we engage in science education such that our hope for diversity never fully materializes.

The Internet of things, mobile devices and the promising future for Science Education

The advancement of the new technologies of information and communication brought significant contributions to science education. Beyond, the fast pace of introduction of new technologies in research laboratories creates the need for their timely introduction in classrooms. Unfortunately, in most cases there is a large time gap between the widespread adoption of new research technologies and their availability to students in regular courses. A remarkable case was the dissemination of personal computers that brought many benefits to science education. Computers have made information from diverse and far away sources promptly available to students and lecturers, in the classroom, teaching labs and home. Some examples of the benefits brought by personal computers to science education are the possibility of interaction with models and their development, the capacity of data storage, treatment, exchange and visualization as well as the possibility of simulation of complex systems. The capacity of having things (instruments, equipment, sensors, actuators) connected to the internet opened a unique perspective for science education that is the possibility of massively teaching science by doing science. Experiments can be planned and data can be collected and interpreted remotely, using personal devices and equipment that can be made available to students for remote operation, from their schools. This talk will presents examples and possibilities of science teaching by doing science mediated by the internet of things: interdisciplinary activities were developed for primary school students, allowing them to observe samples collected by themselves or made available by their teachers, using remote microscopes. The students are thus prompted to go deeper into the study subject, discussing their results in a broader context. This setup also allows students to manipulate variables in a controllable environment and to collect data from remote sensors, doing sophisticated analyses of their samples.

How data use for accountability undermines equitable science education

PurposeWhen school leaders advance strategic plans focused on improving educational equity through data-driven decision making, how do policies-as-practiced unfold in the daily work of science teachers? The paper aims to discuss this issue.Design/methodology/approachThis ethnographic study examines how data-centric accountability and improvement efforts surface as practices for 36 science teachers in three secondary schools. For two years, researchers were embedded in schools alongside teachers moving through daily classroom practice, meetings with colleagues and leaders, data-centric meetings, and professional development days.FindingsBundled initiatives created consequences for science educators including missed opportunities to capitalize on student-generated ideas, to foster science sensemaking, and to pursue meaningful and equitable science learning. Problematic policy-practice intersections arose, in part, because of school leaders’ framing of district and school initiatives in ways that undermined equity in science education.Practical implicationsFrom the perspective of science education, this paper raises an alarming problem for equitable science teaching. Lessons learned from missteps seen in this study have practical implications for others attempting similar work. The paper suggests alternatives for supporting meaningful and equitable science education.Originality/valueSeeing leaders’ framing of policy initiatives, their bundling of performance goals, equity and accountability efforts, and their instructional coaching activities from the point of view of teachers affords unique insight into how leadership activities mediate policies in schools.

Management of Self-directed E-learning from Open Accessed Journals in Science Education

At present, Open Access (OA) becomes a widely recognized format for publishing scholarly articles and these materials are useful for self-directed E-learning. However, the potential of utilizing OA journals as studying material remains underexplored and efficient management of this process is difficult. Considering the fast expansion of OA articles, it is meaningful to discuss the topic in details from all related aspects, especially from the perspective of science education. This paper expresses authors’ perspectives for current understanding on the impacts of OA on society and education, the pros and cons of OA for self-directed E-learning. Meanwhile, the paper outlined three basic characteristics of self-directed E-learning. Furthermore, the work proposed several key processes for efficient management of self-directed E-learning from OA journals from their teaching practices and discussed many other considerations regarding this studying strategy with the aim of promoting modern science education.

Implications of R.S. Peters’ notion of ‘cognitive perspective’ for science education

This paper discusses R.S. Peters’ notion of ‘cognitive perspective’, which, through careful reading, can be interpreted as a wider perspective resulting from an awareness of the relationships of one’s knowledge and understanding to one’s own life. This interpretation makes cognitive perspective a holistic notion akin to that of worldview, and also points to the possibility for students to experience a change of outlook on the world, as a result of learning science. Given the ongoing debate regarding the notion scientific literacy and the problems associated with it, the development of cognitive perspective can be considered the primary goal of school science education, as it provides an alternative way to think about what it means for a student to be educated in science. Such a goal, in turn, points to the importance of teaching for the (practical and emotional) significance of scientific facts and ideas, as awareness of such significance does not necessarily follow the acquisition of content knowledge and the application of the latter in everyday contexts. The paper also attempts to clarify the notion of utility of scientific knowledge, as an understanding of such notion is crucilal for understanding the implications of the development of cogintive perspective for school science education.

Is DNA barcoding child's play? Science education and the utility of DNA barcoding for the discrimination of UK tree species

We present the findings of a DNA barcoding study of the UK tree flora, implemented as part of an innovative, research-based science education programme called ‘Tree School’. The UK tree flora comprises native and introduced species, and is a taxonomically diverse study group for the exploration of the potential and limitations of DNA barcoding. The children participating in the project collected voucher specimens and generated DNA barcode sequences from trees and shrubs found in the grounds and surrounding woodlands of a residential field centre in Dorset, UK. We assessed the potential of rbcL and matK markers for amplification and DNA sequencing success and for species discrimination among the 67 tree and shrub species included in this study. Although we achieved 100% PCR amplification and sequencing success for rbcL and matK, mononucleotide repeats affected sequence quality in matK for some taxonomic groups (e.g. Rosaceae). Species discrimination success ranged from 65% to 71% using tree-based methods to 86% using BLASTN. The occurrence of known hybrids (diploid and polyploid) and their progenitors on the study site reduced the overall species discrimination success for both loci. This study demonstrates that, even in a floristic context, rbcL and matK alone are insufficient for the discrimination of UK tree species, especially where taxonomically complex groups are present. From a science education perspective, DNA barcoding represents a compelling and accessible platform for the engagement of non-experts in ongoing research, providing an opportunity for them to contribute authentic scientific data to an international research campaign.

Communities of Practice in Online Learning Environments: A Sociocultural Perspective of Science Education

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method suggested by Li and Tsai (2013). Content from the studies regarding social interaction in online learning environments while teaching or learning science were analyzed to identify research purposes, theoretical foundations, and learning foci. Results indicated of the 15 studies, six studies were built on a specific learning theory. Of the 15 studies, eleven indicated that their focus was socio-contextual learning. Scientific process was studied in eight studies. Six focused on scientific knowledge, five focused on engagement, four considered effect as their focus, and one studied problem solving. The importance of online learning environments for learning science was pointed to better integrate technology and education.

Addressing Three Common Myths About the Next Generation Science Standards

[ILLUSTRATION OMITTED] Although the Next Generation Science Standards (NGSS Lead States 2013) were released over two years ago, misconceptions about what they are--and are not--persist. The NGSS provide for consistent science education opportunities for all students--regardless of demographics--with a level of rigor expected in every location and community. All students can study and achieve in science. The NGSS are based upon the National Research Council's consensus report A Framework for K-12 Science Education (NRC 2012). The NGSS passed a fidelity review by the NRC in which reviewers analyzed the congruency of the standards with the vision and content of the Framework. As a New York science teacher active in local, state, and national discussions about sciene standards, and a member of the NGSS writing team, I have encountered common misconceptions about the NGSS in these discussions with fellow teachers. In this article, I address the misconceptions most relevant in the science classroom. Myth 1: Science in elementary school is already contained in the Common Core State Standards, English Language Arts The Common Core State Standards, English Language Arts (CCSS, ELA) (NGAC and CCSSO 2010) being used in many states do not replace meaningful science instruction that integrates three-dimensional learning outlined in the Framework. The CCSS, ELA standards on technical literacy are not intended to supplant science learning as called for in the NGSS. And yet many teachers at the elementary level are being told by administrators that the science in the CCSS, ELA should be the extent of a student's science instruction. The major concern is that the explicit call to read about science in the CCSS, ELA may be implemented in a way that would limit the engagement of students with disciplinary core ideas, crosscutting concepts, and science and engineering practices (NRC 2014). Students being taught using only the CCSS, ELA approach miss the opportunity to develop and use models, plan and carry out investigations, and engage in argument from evidence. They cannot come close to experiencing the vision for science and engineering education articulated in the Framework and NGSS. The shift should be from teaching about science to engaging students in science and engineering practices. In this vision, core ideas are used as evidence in scientific arguments and to support explanations. The focus moves from the memorization of content to the understanding and application of ideas. Being literate in science and engineering requires one to possess skills in reading, understanding, obtaining, evaluating, and communicating information. But this is only one of the eight practices specified in the Framework and NGSS. The Framework points out that even if a student has developed grade-appropriate reading skills, just reading about science is often challenging to students. Three reasons are: * Science texts make extensive use of complex sentence structure and passive voice. They contain special words that are essentially unfamiliar. Often, these special words are ambiguous to students. * Reading a science text is quite different from reading a novel or newspaper. The precise meaning of each word or clause may be important. Therefore, science texts must be read to extract information accurately. * Science texts are multimodal, using a mix of words, graphs, diagrams, tables, and mathematics to communicate information. Understanding science requires more than simply knowing the meanings of technical terms (NRC 2012). Stage et al. (2013) assert that concurrent development in CCSS, ELA and CCSS, Mathematics has provided an opportunity to enhance literacy and math processes and proficiencies from a science education perspective. Goals for literacy, math, and science education may build students' capacity to engage in argument from evidence. The shift from doing more than just reading science texts should not be interpreted to mean that reading is not important in science. …

과학용어에 대한 학생들의 단어 연상에 영향을 미치는 검사 환경 요인

The list of words and the semantic structure that connects them have been important to the areas of psychology, psychoanalysis, linguistics, and education. Some researchers in constructivist perspectives of science education also have interests in the structure of science concepts expressed by science terminologies. The purpose of this paper was to investigate the test environment factors influencing the word association test as a method to identify students' semantic structures for science terminologies. We set up four variables that are possibly considered in recognizing a word as having scientific meaning. The four variables include: noticing whether stimulus words are science terminologies or not, presenting science terminologies and everyday words alternately, whether presider is science teacher or not, and whether students have learned the concepts or not. In comparing the test results of the experimental group and the control group, we have checked whether each variable influences the test result or not. Stimulus words included nine science terminologies containing both ordinary and scientific meanings, and subjects included 282 middle school students. The degree of recognizing science terminology as having scientific meaning was found to increase only when stimulus words were noticed as science terminologies. In the case of the remaining variables, there was no difference between the control group and the experimental group.

Combining science education with citizen science – experiences from a research institute-led science education project

Abstract Citizen science offers chances to gather observations and ideas and process data cost-efficiently while simultaneously increasing the outreach of the research. From the perspective of science education, it provides first-hand experiences about actual research work and personal contacts with researchers to its participants. Realizing this opportunity for mutual benefits, Finnish Meteorological Institute (FMI) has carried out a project combining citizen science with science education in co-operation with volunteering secondary schools. The project offered schools seven diverse research topics such as snow and birch pollen observations, development of weather service concepts and case studies in climate actions. Project work consisted of three parts: site visits, independent student work and reporting. Altogether 12 schools and over 200 students participated in the project during the fall and spring terms in the semester of 2014–2015. This paper describes the experiences from this first semester of the project. It is based on online questionnaires and interviews aimed at the participating students, teachers and researchers. Additional feedback was collected from an expert workshop. While actual research gains were modest, the satisfaction to the project was high within both the schools and FMI. Results encourage continuing this kind of cooperation and also studying further its educational impact.