Quality Of Science Education Research Articles

Social Equity and Access to a Philippine STEM School

Like most developing countries in the world, there is a huge gap in opportunities to access quality science education between students from the high- and low-socioeconomic strata of Philippine society. In establishing its own science, technology, engineering, and mathematics (STEM) high school, despite limited public funding in 1964, the government embarked on a hopeful project for continuously building up its scientific and technological work force to support modern economic development. The initial focus on elite talent development, however, eventually had to give way to legislative reforms that address issues of social equity. Greater accessibility for scholarships by underprivileged students in the provinces was accomplished, first, through the regionalization of its admission system and then, later, through its transformation into a network of science high schools across the nation. In my home country, sustaining equitable access to STEM education also means enhancing school participation through partnerships with community constituents and the private sector.

Science teacher's usage of e-learning in southern Nigeria

This paper examines the role and use of Information and Communication Technology (ICT), notably E-learning for effective science education. E-learning is globally accepted as one veritable tool for attaining access, equity and quality in science education. The paper states the need for effective use of ICT by science teachers in maintaining and controlling according to policies laid down for sustainable science curriculum. The study adopted a descriptive survey technique. A total of 600 science teachers were selected from a total population of 1,600 in the Southern States of Nigeria. Some research questions guided the study. The science teacher has to plan in his capacity as an educator in ensuring effective instructional services. The paper highlights various ICT resources that can be used for effective and efficient integrated science curriculum. It also states some of the benefits and challenges of the use of ICT in Science education. It is the contention of this paper that though using ICT for integrated science curriculum development may seem difficult, it is imperative to take advantage and invest in these ICTs to deal with the huge pressure faced in the country's educational system. The remarks the need for infrastructure and how political will push ICT ahead.

Test Types, Students’ Achievement in Senior Secondary School Physics and Eradication of Poverty and Hunger In Nigeria

The study examined the effect of test type on students’ achievement in senior secondary school physics. The main thrust of the study was to test the hypothesis that there is no significant difference in achievement in physics among senior secondary school students (male and female) tested on the Extended Essay, Restricted Essay, and Multiple-choice test types. The sample consisted of 102 senior secondary two (SS II) physics students in three randomly selected secondary schools in Akamkpa Urban of Cross River State, Nigeria. The subjects were used in their intact class settings in the three schools. Treatment consisted of presentation of six structured physics lessons of 45 minutes duration per lesson to each intact class for three weeks. Each intact class was exposed to treatment for 270 minutes with lessons on modern physics delivered by one of the researchers to control for extraneous teacher-related factors. The Modern Physics Achievement Test (MPAT), developed by the researchers, was used to obtain pre-test and post-test scores. The pre-test data confirmed homogeneity of the groups. The post-test data were analyzed using the 3 x 2 factorial analysis of variance. The study showed that students significantly achieved better in Multiple-choice test type than in the Restricted essay and the Extended essay test types, irrespective of gender. It was therefore recommended that test packages should in all cases include all forms of test types, especially essay test types for effective evaluation of students’ achievement in physics. Such action would ensure quality science education for the eradication of poverty and hunger.

IMPROVISATION IN BIOLOGY TEACHING-LEARNING: A PRAGMATIC APPROACH TO SOLVING THE PROBLEM OF ILL-EQUIPPED LABORATORIES AT POST BASIC EDUCATION LEVEL

Effective teaching for quality science education can only be achieved through “learning by doing” (practical activities) in well-equipped laboratory. The illequipped science laboratories have reached an alarming level thereby making learning by doing impossible. This paper takes a look at the concept and skills or techniques of improvising biology teaching equipment (instructional materials) as a viable alternative and a panacea to ill-equipped laboratories in our post-basic education in Nigeria. The paper recommends among other things, that schools should encourage and motivate science teachers to develop basic improvisation skills through the use of raw materials and resource persons in the host community.

Evaluating the efficacy of Mathematics, Science and Technology Teacher Preparation academies in Texas

The purpose of this mixed-methods study was to evaluate the efficacy of 14 Mathematics, Science and Technology Teacher Preparation (MSTTP) academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science and technology teachers, while also improving the quality of certified teachers in these areas by focusing on seven established goals. A mixed-methods design was utilized to analyze both quantitative and qualitative data. The results revealed that the 14 MSTTP academies demonstrated three key strengths: focusing on strengthening content knowledge; developing professionally committed teachers; and providing funding for participants. Additionally, all 14 academies were charged with accomplishing seven goals; however, none of the academies fully implemented all of these goals. Specifically, all of the academies struggled to accomplish two goals: the integration of the areas of science, technology and mathematics; and the infusion of technology into curriculum. Finally, the study revealed that the goal of strengthening content knowledge was a good predictor for participants’ content qualifications, while strengthening content knowledge and strengthening pedagogical skills were good predictors of participants’ pedagogical qualifications. This research study contributes to the fields of teacher preparation and professional development.

Quality of Science Teachers Produced from Colleges of Education in Plateau State: Implication for Science Education

The onus of laying the foundation for scientific literacy lies on the NCE science teachers according to the national policy on education. The paper set out to determine the quality of N.C.E science teachers produced from colleges of education in Plateau state. Student’s results were used as well as a peer reviewed questionnaire. 120 respondents participated in the research. Analysis of the data using mean and percentages revealed that not less than 30% of the students carry over courses every year. 62.5% of the respondents stated that it is becoming difficult to teach the N.C.E students. Poor background of students from secondary school and poor communication skill are some of the problem faced by the teacher trainers. It was recommended that only high quality students should be admitted into the programme. DOI: 10.5901/jesr.2013.v3n8p137

A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep, Rural South: Examining a Link Between Deprofessionalization and Teacher Dissatisfaction

Science teacher retention, attrition, and migration continue to perplex educational scholars, political entities, as well as the general public. This study utilized an interpretive methodological design to generate assertions regarding career choice made by highly qualified science teachers in the deep, rural South through analysis of documents, interviews, focus groups, and observation. Generally considered “difficult to staff” because of location, socioeconomics, and demographics, Wilson County High School is an exemplar in science teacher retention and student achievement. Findings presented include how the science department at Wilson County improved student learning outcomes as well as the reasons why two of the highly qualified science teachers at this school were considering leaving the profession they love.

Building Blocks for High Quality Science Education: Reflections Based on Finnish Experiences

This reflective paper will present some key characteristics of Finnish education policy and its implementation from the point of view of Science Education. Firstly, a short description of Finnish education context is presented. Secondly, curriculum design, instructional strategies and approaches to assessment are presented and discussed. All these topics are reflected from the point of view of teachers’ daily activities.

Managing Science Teachers’ Productivity Challenges for Quality Science Education

Teachers are individuals trained to possess the technical know-how and the elements of what it takes to inculcate the expected national education goals through various curriculum subjects at various levels of education. The ability of these teachers to produce graduates with the expected goals indicates teacher’s productivity or effectiveness. Majority of secondary education graduates in Nigeria and other third world-nations do not adequately manifest the expected goals of secondary education and national education goals at large. This ugly situation negates the current emphasis on achieving quality science and technology driven economy in the nation. The study therefore examined issues in managing Science Teachers’ productivity challenges for quality science education in Anambra State of Nigeria. Descriptive survey design was adopted for the study. Three research questions guided the study. A sample size of 708 science teachers (i.e. 342 Biology, 218 Chemistry, 113 Physics and 35 Basic science teachers), were selected through proportionate stratified sampling. A thirty-item-researchers-made questionnaire built on a 4 point scale was used for data collection. Mean and grand mean were used to answer the research questions. Findings revealed a low extent provision of supportive services for enhancement of teachers productivity in implementing science education reforms. Eight strategies for enhancing science teachers productivity were identified. Based on the findings, sponsoring science teachers to conferences on education reforms and challenges to teachers productivity by ministry of education and corporate organizations were recommended.

La valoración de los maestros sobre la utilización didáctica de las ideas de los alumnos

One of the indicators of quality in science education is the teaching that makes use of the students' ideas. Both the primary curriculum as in the Master's Degree refers to it. However, existing teachers and training do you give so much importance? Do you use a lot of that ability in practice? Are they considered adequately trained to exercise it? What do they mean for a teacher the students' ideas? These questions are addressed using data from questionnaires and interviews with different samples of teachers in training and active. The results indicate that teachers do not give special importance to this capability, using the ideas of students just starting the topic, not considered highly trained to use it and report a wide range of meanings: the ideas are opinions, experiences, errors, level of knowledge or even a form of motivation and participation. All this is far removed from the approach to the Science Education considers students' ideas. Finally, we discuss the implications that are given for the initial training of teachers.

Pilot Program for Teaching Earth Science in New York

During the 2009–2010 school year, 40% of New York City (NYC) Earth science teachers were not certified to teach Earth science [New York State Education Department (NYSED), 2011]. This highlights a longstanding shortage of certified teachers, which persists today and prevents many schools from offering courses on the subject, thus diminishing student opportunities to study or embark on careers in Earth science. More generally, the paucity of qualified, effective science teachers hinders student achievement in science, technology, engineering, and mathematics (STEM), and research has consistently shown that improving the quality of teaching substantially increases achievement in STEM‐related fields [National Science Board, 2007]. With only 36% of NYC 8th graders scoring at or above the basic level of proficiency in science and with even lower scores for African‐American and Hispanic students [Livingston and Wirt, 2005], the need for more qualified science teachers is clear.

Asia Pacific science education in a knowledge society

Science education, since the end of the nineteenth century has been a formal vehicle to ensure the perpetuation of scientific knowledge necessary for general scientific literacy and the creation of a society of scientists. However, since then, beliefs about knowledge and knowing have changed from science being described as being just a pile of chronologically documented facts, through the dynamic growth of scientific knowledge as explained by Kuhn in his Structure of Scientific Revolutions, to the present twenty-first century concept of knowledge societies by which new scientific knowledge is being interpreted. Science education perspectives in relation to teacher education and pedagogies need to be frequently revisited. Indeed, many nations in the Asia-Pacific region are doing just that. How then is the teaching and learning of scientific knowledge in the region? This article will review and compare research related to science achievement, quality of science education and approaches to teaching science in the Asia-Pacific region in particular five nations, in an attempt to answer this question.

Becoming a Science Teacher in Texas

This study analyzes the competency of science teachers as it pertains to the passage of the TExES Content Exam. Teacher qualification is determined by the results of standardized tests because of the accountability standards imposed by No Child Left Behind (NCLB). In 2012 the State Board of Education adopted changes to high school graduation requirements which mandate four years of science for those students in the recommended and distinguished achievement high school programs. This change has added urgency for teacher preparation programs to certify even more qualified science teachers. The results of this study may guide policy makers in improving the preparation of science teachers by determining the areas in which effort and support is most needed.

The science curriculum; the decline of expertise and the rise of bureaucratise

The content for the school science curriculum has always been an interplay or contest between the interests of a number of stakeholders, who have an interest in establishing it at a new level of schooling or in changing its current form. For most of its history, the interplay was dominated by the interests of academic scientists, but in the 1980s the needs of both future scientists and future citizens began to be more evenly balanced as science educators promoted a wider sense of science. The contest changed again in the 1990s with a super-ordinate control being exerted by government bureaucrats at the expense of the subject experts. This change coincides with the rise in a number of countries of a market view of education, and of science education in particular, accompanied by demands for public accountability via simplistic auditing measures. This shift from expertise to bureaucratise and its consequences for the quality of science education is illustrated with five case studies of science curriculum reform in Australia.

The Relationship between Educational Resources of School and Academic Achievement

The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This study aims to determine the relationship between the academic achievement level of 7th grade students and the educational resources of schools. The population of the study was the elementary schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster sampling was conducted in conformity with the aim of the study. First, settlements were chosen with geographical cluster sampling. As settlement, city centers, town centers, small towns and villages were considered in the study.Considering the relationship between the educational resources of the schools and the academic achievement as a whole, there are negative and significant relationships between the SBS scores of the students, and the average service length of the teachers, the lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of the teachers in other courses and the lack of the laboratory technicians. It can be said that there is a relationship between the educational resources and academic achievement. However, this relationship is fairly limited. It is still not possible to say that the educational resources do not have the strength to diminish the effect of the socioeconomic features.

Perceived Causes of Students’ Low Enrolment in Science in Secondary Schools, Nigeria

The paper sampled 80 secondary school students in a local government council to find out causes of student low enrolment in science in secondary schools. The paper highlighted the history of science teaching and teacher’s pedagogy of teaching in Nigeria as very germane to enrolment in schools. Questionnaire was used to sample students’ opinion on causes of low enrolment. Statistical analysis considered best for this study was frequency count and percentage. Findings revealed that lack of qualified science teachers, lack of instructional materials, subject nature, low student interest and lack of motivation among others causes low enrolment in science. Some recommendations were suggested at the end of the study.

MISKONSEPSI MATERI FOTOSINTESIS DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA) DI SD/MI

Abstract: The quality of science education that is still unsatisfying can be effected by misconceptions and learning conditions that less pay attention to learners’ preconceptions. Misconception is frequently happened among students in all levels of education, including elementary school students, secondary schools students, up to university or college students and even someone who have already worked. The most common misconceptions are caused by the initial concept (preconception) in which it was taken to formal education. As a result, many of elementary school students are encountered with misconception. Since childhood, people have already constructed such concepts through daily experiences, and it is possible to say that they have undergone a process of learning early. The cause of misconceptions that happen to learners are vary, including learners from itself, educators, textbooks, contexts, and methods of teaching. All science materials are possible to create misconception among learners, for instance, photosynthesis. The example of misconceptions in this material include the process of photosynthesis in which students assume that it occurs only during the day with the help of sunlight, only plants whose green leaf that capable to have photosynthesis; chlorophyll present in the leaves alone, as well as plants perform photosynthesis during the day while at night plants do breathe. The misconception is a major problem in learning science as it can disrupt the formation of a scientific conception.

Beyond the Transcript: Factors Influencing the Pursuit of Science and Mathematics Coursework

The nation's middle schools suffer from a shortage of qualified science and mathematics teachers. To address this need, one university in the southwest has developed the Modeling Institute, a master's degree program for in‐service elementary educators interested in teaching science and mathematics at the middle school level. Identifying the profile of teachers interested in pursuing additional coursework in science and mathematics is necessary to more effectively attract candidates and to better facilitate the program. Thus, we administered an online survey to in‐service teachers to uncover needs and influencing factors. Data revealed that the majority (60%) of 324 in‐service teachers are interested in pursuing additional education, beyond that reflected on their current transcript, as a route to becoming more competent in teaching and integrating science and mathematics. The present study provides a plausible profile of K‐8 certified teachers interested in pursuing a master's degree program or postbaccalaureate coursework to achieve content expertise in science and mathematics. Such a profile can assist universities in designing math‐ and science‐related programs that meet the needs of in‐service teachers and districts they serve by increasing the number of teachers who are qualified (by transcript and test scores) and competent in their content.

Student Teachers’ Presentations of Science Lessons in South African Primary Schools: Ideal and Practice

A recurring theme in science teaching in South Africa has been poor learner performance in science subjects. The article reports on an inquiry into the quality of science teaching in South African primary schools. Ideal science teaching and learning practices as presented in the literature were reviewed. Against this background, the practice of science teaching in primary schools was investigated by means of an empirical inquiry. Qualitative data were gathered by document analysis of portfolios of student teachers enrolled for a postgraduate certificate in education through distance education. The findings indicated that participants did not apply the science curriculum as intended; teaching strategies were inef fective; learner assessment followed traditional methods; and time management and lesson planning skills required further development. Generally , participants failed to implement pedagogical knowledge presented in the teacher education programme. Recommendations as to how to close the gap between ideal school science teaching and actual practice are made.

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.