Science Education Program Research Articles

Complex Instruction: developing teachers’ professional knowledge and practice in Brazil

ABSTRACT ‘Programa de Especialização Docente Brasil’ (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically diverse Brazilian schools, PED Brasil intended to craft a program with a signature pedagogy that could be capable of shaping the ways of thinking and acting in the teaching profession. PED Brasil does it by integrating different dimensions of knowledge and demonstrating various aspects of professional practice, considering the democratic society we aim to build. In this paper, we analyse how PED Brasil has adopted Complex Instruction as its signature pedagogy.

Students’ Perceptions on Chemistry Education Programme: A Qualitative Inquiry in Faculty of Education

This article examines the efficacy of the Chemistry Education program offered by the Department of Science and Environment Education, Central Department of Education, Tribhuvan University. It also explores students' perceptions and experiences regarding the program, focusing on its strengths and challenges. Using purposive sampling, ten students enrolled in the Science Education program were selected for data collection through face-to-face interviews and conversations. Verbatim and conversational analyses were employed to analyze the data. The findings indicate that the culture of teaching and learning has shifted from traditional, teacher-centered approaches to student-centered pedagogies, with a strong emphasis on research-based and project-oriented learning. Students appreciated the comprehensive coverage of theoretical concepts in the Chemistry Education program. However, they expressed concerns about the limited opportunities for practical laboratory work, which they felt hindered their ability to fully grasp and apply the concepts learned in class. Additionally, the study found that while the program integrates theoretical constructs with real-world applications through experiential learning modalities, doubts persist regarding its effectiveness in cultivating skills essential for long-term professional success. It is strongly recommended to elevate the Chemistry Education program by integrating more dynamic and interactive pedagogical approaches to more effectively nurture the skills critical for sustained professional success.

Investigation of the Items Prepared by Teachers Who Received Training on Item Preparation Measuring Higher-Order Thinking Skills

This study was conducted to determine how the in-service training program for science teachers affects teachers' competencies in preparing items measuring higher order learning levels. The study was conducted with the exploratory special case design, which is one of the special case study models. The study group consisted of 8 science teachers who participated in the training program implemented within the scope of the study. The training program is an 8-week question preparation training that measures higher-order thinking skills. The training was carried out theoretically and practically by science education, assessment and evaluation and curriculum experts. During the study, the teachers prepared items to measure higher order thinking skills related to the Earth and Universe learning area in the science curriculum for six months. A 21-item checklist developed by the researcher was used as a data collection tool in the study. The data obtained in the scope of the program were analyzed descriptively. The analyses were reported as frequency and percentage, and the results were visualised with graphs. At the end of the program, it was determined that 43% of the items prepared by the teachers measured higher-order thinking skills. This finding suggests that the training program positively affected the teachers' competence in writing items that measure higher-order thinking skills. At the end of the study, a fair number of suggestions were made, the most important being the widespread implementation of the training program.

The effect of guided inquiry-based virtual and physical laboratories on science learning outcomes

ABSTRACT Background Developments in technology have rapidly advanced the variety, features, and applications of virtual labs (VL) in teaching. However, it is debated whether VL can be used instead of physical labs (PL) because more is needed to address the tactile and sensory senses and to gain motor skills that PL has. While many studies have compared VL and PL, few have examined the impact of these laboratories using contemporary learning methods. Purpose This study aims to comparatively examine the effects of guided inquiry-based learning of electrical circuits and Ohm’s law in VL and PL on the conceptual understanding, science process skills, problem-solving, and views of pre-service science teachers (PST). Sample The study was carried out with 26 PSTs studying in the first year of a science teaching program at a state university in Türkiye. Design and Methods The study is in a true experimental design with the pretest-posttest control group. The matched pairs of PSTs were randomly assigned to the VL (n = 13) and PL (n = 13). Three-tier simple electrical circuits concept test, science process skill test in multiple formats, problem-solving inventory, and open-ended questionnaire were used for completing the data collection process. Results Results revealed that guided inquiry-based VL and PL were equally effective in increasing PSTs’ conceptual understanding. While VL is more effective in completing knowledge gaps, PL is more effective in developing science process skills. Neither has a significant effect on problem-solving. Conclusions Both VL and PL have advantages and disadvantages in terms of the types of learning outcomes. Consequently, guided inquiry-based VL and PL are recommended to use in science teaching as complements to each other.

Interest, learning opportunities and teaching experience as predictors of professional vision in gender-sensitive physics education

ABSTRACT To promote gender equity in physics education, it is essential to understand the factors that influence how even pre-service teachers perceive, interpret and make decisions when gender inequities arise in the classroom. This means that we need to pay particular attention to teachers’ professional vision of gender-sensitive physics teaching. The following study examines pre-service teachers’ interest in gender-sensitive teaching and learning, as well as their learning opportunities and teaching experiences as potential predictors of their professional vision. A questionnaire and a vignette test were used for a cross-sectional survey of 586 pre-service teachers in Switzerland. Structural equation modeling (SEM) was used to analyse the predictors. The results contribute to the current research on gender-sensitive physics education, highlighting the importance of interest as the strongest predictor, followed by teaching experience and number of learning opportunities. The results are discussed in terms of their relevance for teacher training programs in gender-sensitive science education.

Curriculum SIG: The Ethics and Evolution of Truth and Information

The Curriculum SIG will examine how library science education curricula can prepare future librarians to engage with the ethics and evolution of truth and information. The session will begin with presentations of each paper, followed by an interactive discussion inviting attendees to participate in an open dialogue and Q&A with the presenters about the issues raised by the papers, implications for practice, and potential areas for future research. Dr. Natalie Taylor will deliver a presentation titled “Core Competencies, Core Courses: How Accredited MLIS Programs Interpret the ALA’s Core Competencies through their Curriculum.” This paper aims to examine the way that the 66 accredited degree programs describe their programs’ relationship with the ALA Core Competencies (ALACCs) and whether these descriptions can demonstrate a measurement of the influence of the ALACCs on curriculum. This finding will serve two purposes: 1) a representation of the strength (or weakness) of the connection between the library profession (as represented by the American Library Association) and MLIS degree programs and 2) a better understanding of how the curriculum of these programs represents the competencies called for by ALA. Dr. Cynthia Stogdill and Dr. Elizabeth Burns will present “Information Literacy: A Case Study in Inquiry Instruction.” Information literacy is a set of skills we expect school librarians to teach K-12 learners. AASL embeds these competencies within their instructional standards for learners and school librarians however, there is little agreement on a model of inquiry that should be used with K-12 learners. Further, there is little consistency in pre-service school librarian information literacy instruction. This exploratory case study examines the information literacy instructional models used with one cohort of pre-service school librarians. Findings discuss practices that can be shared and further developed for LIS education. Dr. Rhonda Clark, Dr. Xiaofeng Li, and Dr. Angela Jones will present “A Study of US Public Library Strategic Plans: Trends and Trajectories.” This paper reports the results of a content analysis, reviewing strategic plans from public libraries across multiple states in the U.S. The presenters will make recommendations based on their analysis to help library educators teach an effective writing style for strategic plans. They will also advocate for the importance of strategic planning as a necessary skill in the curriculum. Additionally, they will invite attendees to discuss how library schools implement curriculum development through strategic planning. Overall, these presentations will provide valuable insights into how library science education programs address core competencies, information literacy instruction, and strategic planning to better prepare future librarians for the evolving challenges of the profession.

DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0115/a.php" alt="Hit counter" /></p>

Unveiling effectiveness: A meta‐analysis of professional development programs in science education

AbstractTeacher professional development (PD) is essential to continuously improve teaching skills, to adapt to diverse student needs, and to promote equity and inclusion. Only a few studies to date have synthesized how PD programs improve teachers' content knowledge and instructional quality, as well as students' academic performance. In this meta‐analysis, we aim to evaluate the impact of PD programs on science teachers and their students. We calculate a total of 514 effect sizes using Hedges' g from 66 studies published between 2010 and 2022. The bias‐corrected standardized mean difference (Hedges' g) is within‐subject and between‐subjects design. The overall effect size is 0.772, indicating a substantial effect size on PD effectiveness (s.e. = 0.063, p < 0.001, 95% CI [0.647, 0.897]). We observe considerable heterogeneity of effect sizes, moderated by PD dosage hours, duration, and active teaching. The findings indicate that relatively short PD periods—less than 48 h—and durations under 3 months may yield the most effective science PD for educators. As an alternative, slightly longer engagement exceeding 72 h, coupled with sustained support over 6 months, has proven to be the second most effective option for PD. Furthermore, an active learning approach within PD programs (ḡ = 0.794, s.e. = 0.066, 95% CI [0.656, 0.926]) has emerged as a pivotal influence on PD effectiveness. This study provides insights into education research and policy to understand PD research and to ensure how PD can be designed and implemented to improve student performance.

Empowering Teachers Through an Online Asynchronous Science Education Cohort Graduate Program

ABSTRACT Online cohort graduate programs in education offer science teachers opportunities to enhance their knowledge and professional practice alongside a cohort community of educators without interrupting their careers or adversely affecting their personal lives. While it is understood that online cohort graduate programs can create robust professional communities, their impact on sustained pedagogical change for teachers is not fully understood. This research, based on a qualitative study of an asynchronous online Master of Education cohort program in Science Education, investigates its impact on K-12 teachers’ pedagogical attitudes, understandings, and practice. Focus groups were conducted with thirty teachers from two program cohorts. Findings suggest that through research exploration and collaborative culture, participating science teachers felt educated, supported, and empowered to make sustained pedagogical improvements within and across their educational contexts. This study contributes to the understanding of the potential of online cohort graduate programs in science education in fostering pedagogical transformation and can inform the design of similar programs.

STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM

AbstractThis meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

A pragmatic approach to teaching physician assistant students basic pain management.

Chronic pain is increasing in prevalence, with new cases now outnumbering those of diabetes, depression, or hypertension. Advanced practice providers have reported that their training in pain management inadequately prepared them to care for patients suffering from painful conditions. In response, the authors of this work developed a basic pain management conceptual framework to provide physician assistant (PA) students with the foundational knowledge necessary to manage and treat patients suffering from a wide variety of painful conditions. The devised framework activity includes categories of pain management such as conservative therapies, medications, injections, minimally invasive procedures, and moderately to highly invasive procedures. This framework can be incorporated into the existing PA educational curriculum and presented alongside a realistic pain patient case study. Furthermore, other health science educational programs, such as nurse practitioner or pharmacy programs, could adopt this framework to increase student knowledge in pain management.

Lessons Learned from Creation of Health Science Education Program in Intimate Partner Violence (IPV) Transitional Housing Centers.

Lessons Learned from Creation of Health Science Education Program in Intimate Partner Violence (IPV) Transitional Housing Centers.

The effect of project approach-based science education program on problem-solving skills of preschool children

In this study, the effect of project approach-based science “education program on problem-solving skills” of preschool children attending a kindergarten was investigated. The study was conducted with a quasi-experimental design with pretest and posttest control group at a kindergarten affiliated with the “Ministry of National Education” located in a province in Turkey. The study sample consisted of 70 children (35 in the experimental group, 35 in the control group). The study data were collected through Personal Information Form and Age 4–7 “PSSS”. While the Project Approach-Based Science Education Program (PABSEP) was applied to the children in the experimental group in 28 sessions for three days a week for 10 weeks in addition to the National Education Program, the National Education Program was continued in the control group. As a result of the analyses of the data obtained, significant differences were determined between the “PS” scores of the two groups in favor of the experimental group following the education programs applied (p < 0.05). It was concluded that the PABSEP positively affected the problem-solving skills of the preschool children, and that this effect was permanent (p < 0.05).

“The changing same” of whiteness in the US LIS academy: a cathartic testimonial from BIPOC faculty scholars

PurposeThere is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.Design/methodology/approachAdapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.FindingsBIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.Originality/valueThe findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy.

A streamlined and adaptive approach for accrediting a French education system program by ABET-EAC

IntroductionIn recent times, there has been a notable increase in the demand for accreditations, driven by their essential role in recognizing diplomas, elevating the quality of higher education, facilitating student mobility, enabling the pursuit of multiple degrees, and influencing university rankings. This surge in demand reflects the evolving landscape of higher education in a world that is becoming progressively interconnected and competitive.MethodsThis paper presents a comprehensive methodology for accrediting study programs in French higher education institutions worldwide that are seeking the Accreditation Board for Engineering and Technology (ABET) accreditation. ABET accreditation is a globally recognized organism of quality for education programs in engineering, computer science, and related fields. The methodology proposed in this paper focuses on aligning ABET’s requirements and standards with the specific context of the French Education System (FES). It provides clear guidelines and practical steps for higher education institutions to effectively navigate the accreditation process. The methodology covers the verification of existing study programs, identification of areas for improvement, implementation of corrective actions, and continuous progress monitoring. It emphasizes the importance of continuous improvement and aligning programs with the Program Educational Objectives (POEs). Concrete examples and best practices are shared to illustrate successful implementation of the methodology developed based on the example of the engineering college programs at our university.Results and discussionThe results obtained in this case study demonstrate the applicability and effectiveness of this approach within a specific educational context. The approach presented in this contribution can serve as a model for other countries seeking to adapt ABET accreditation requirements to their own higher education systems, further promoting diversity and openness. This reinforces the credibility of the methodology and paves the way for its use in other institutions and programs that operate within similar systems.

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students.

Exploring the Golden Ratio in Nature by Using a STEAM Approach: A Diagnostic and Quasi-Experimental Study at a Senior University

This research addresses the social exclusion of elderly citizens in terms of lifelong education via an interdisciplinary STEAM (science, technology, engineering, arts, and mathematics) approach. Technological literacy among older people is a critical factor in social exclusion. This study seeks to provide senior citizens with competencies in scientific, artistic, mathematical, and technological domains by enhancing scientific and technological literacy. The research developed a series of non-formal education sessions on the golden ratio using a STEAM educational approach. A quantitative methodology approach was carried out by using a diagnostic survey of the participants’ conceptions and a subsequent quasi-experimental study to evaluate the impact of the intervention. This study, conducted with 37 senior citizens (n = 37), found positive results aligning with the existing literature on the potential of the STEAM approach. The STEAM approach proved to be engaging for seniors, offering a holistic and interdisciplinary educational experience. Despite the limited availability of science educational programs for seniors and the scarcity of studies on lifelong learning using the STEAM approach, this research highlights the need for such initiatives, especially given the growing senior population. Applying STEAM education shows promise in enhancing scientific literacy and motivation among adult learners. By integrating mathematical concepts, such as the golden ratio, with practical applications in arts and natural sciences, STEAM education can provide a rich, motivating, and accessible learning experience, promoting active and healthy ageing through lifelong learning. Further research and development in this area could maximise educational benefits for the senior population.

Strategies for Computer Science Education in University

The study investigated the Strategies for Computer Science Education Programme at Kogi State University, Anyigba. The purpose of the study was specifically targeting the types of computer facilities, their importance in computer education, factors militating against effective use for teaching and learning and strategies to be adopted for effective teaching and learning. Four research questions and four hypotheses guided the study. A descriptive survey design was adopted for the study. 100 computer students were purposively sampled for the study. Computer Education Checklist (CEC) and Strategies for Computer Education Questionnaire (SCEQ) were used as data collection tools. Percentage, mean and standard deviation were used to analyze the data collected. Analysis revealed that (1) the types of computer facilities available for computer education are laptops, printers, computer laboratories, desktops, monitors, CPU and Diskettes, CDs and flash (2) the benefits of computer education are that computer education programme enhances efficiency in teaching and learning, makes instruction in the class to be lively, and enhances individualization of learning among others, (3) several factors militate against computer education programmes in the study area are lack of skills, cost of the facilities, weak infrastructure, lack of relevant software, limited access to the internet and others and (5) strategies to handle the challenges above are that computer training for teachers, procurement of hardware facilities, curriculum development, and software development, maintenance of computer systems, adequate funding, and increase in government allocation to computer studies and provision of internet facilities should be used.

Teaching the tutors: use of an OSTE to train medical students to be peer tutors.

First-year medical students are often challenged by the rapid pace and large volume of content that must be learned. Peer teaching has emerged as a supportive educational strategy. However, the most effective strategies for training peer tutors (PTs) for their role are not known. This paper examines the use of an Objective Structured Teaching Exercise (OSTE) to augment PT training sessions. Applying deliberate practice as a conceptual framework, an OSTE was used to provide tutors with an opportunity to practice their skills and receive feedback about their performance when meeting with a student presenting with a challenge. The newly trained PTs were required to assess a standardized student, determine challenge(s) being experienced, and present options to address the challenge(s). Standardized students evaluated the tutors' performance and a pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence level of PTs to effectively assess and support students seeking help. Participants reported an increase in confidence in their ability to assess areas requiring improvement, understand the active learning strategies, and suggest appropriate active learning study strategies. Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE and in most cases PTs asked all relevant questions to assess. Increased self-efficacy promotes PT's capacity to perform their work and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the PT training program.NEW & NOTEWORTHY This novel application of the Objective Structured Teaching Exercise (OSTE) was done to enhance tutors' skills as valued members of our integrated academic support program. The OSTE provided feedback to the tutors and enabled us to identify a need for enhanced tutor training in active learning strategies. The OSTE can be adapted for use in other health science educational programs to enhance their training programs and to assess tutor's skills in preparation for their role.