School Science Research Articles

The Influence of the Introduction, Connect, Apply, Reflect, and Extend (ICARE) Learning Model on Cognitive Learning Outcomes in Science and Social Studies (IPAS) in Elementary Schools

This study addresses the issue of low student learning outcomes attributed to the frequent use of conventional teaching methods by educators in elementary schools. The Introduction, Connect, Apply, Reflect, and Extend (ICARE) learning model is proposed as a potential solution to enhance these outcomes. The purpose of this research is to examine the impact of implementing the ICARE learning model on students' cognitive learning outcomes in science and social studies (IPAS) in elementary schools. Additionally, the study compares the improvement of cognitive outcomes between students taught using the ICARE model and those taught using traditional methods. This quasi-experimental research employs a non-equivalent pretest-posttest control group design. The findings reveal that the application of the ICARE learning model significantly influences cognitive learning outcomes in IPAS subjects, with an effect size of 46.2%. Furthermore, students instructed through the ICARE model demonstrate greater improvement in cognitive learning outcomes compared to those who receive conventional instruction.

Empirical Research on AI Technology-Supported Precision Teaching in High School Science Subjects

The empowerment of educational reform and innovation through AI technology has become a topic of increasing interest in the field of education. The advent of AI technology has made comprehensive and in-depth teaching evaluation possible, serving as a significant driving force for efficient and precise teaching. There were few empirical studies on the application of high-quality precision teaching models in the field of compulsory education, and the learning difficulty of technology and the teaching burden on teachers have become significant factors hindering the use of technology to support education. This study analyzed teaching models from the perspectives of teachers’ teaching burdens and students’ learning obstacles, and was committed to relying on intelligent technology to construct a new precision teaching model, an educational diagnosis–feedback–intervention path that covered the entire teaching process, from the dimensions of teacher behavior, student behavior, and parent behavior, aiming to assist teachers in efficient teaching and students in personalized learning. This study was conducted with nine science classes, including about 540 people in the second year of high school at a Middle School in China; six classes were the intervention groups while the last three classes were control groups, and a survey of 19 teachers from the intervention classes was carried out. The results showed that this model can significantly improve students’ academic performance in science subjects, especially in mathematics and chemistry. It has increased the proportion of high-achieving students, reduced the proportion of low-achieving students, stimulated students’ self-directed learning ability, cultivated a positive attitude towards science learning, and explained the key points of using a precision teaching model in different disciplines. It has achieved a deep integration of education and technology, helping to increase the efficiency and reduce the burden of teaching.

Program Management for Strengthening Science and Character Education Learning Outcomes in Vocational Schools throughout Sebatik Nunukan Island - North Kalimantan

Research This research examines the management of knowledge strengthening and character education programs in vocational schools throughout Sebatik Nunukan, North Kalimantan. Using a qualitative approach, data was collected through observation, in-depth interviews, and documentation studies with research subjects including teachers, school principals, and students. Data analysis was carried out using thematic methods and the Miles, Huberman, and Saldana model. The research results show that limited educational facilities such as laboratories and libraries hinder the science teaching process. Character education is often inconsistent due to a lack of training and support for teachers, requiring ongoing training and professional support. Local community participation in character education is still limited, even though it is very important to create an environment that supports character values. This research emphasizes the importance of improving educational facilities, continuous training for teachers, community involvement, implementing innovative learning methods, and utilizing technology in programs to strengthen knowledge and character education in vocational schools throughout Sebatik Nunukan. It is hoped that these efforts can improve the quality of education and produce a generation that is competent and has good character.

Development of an Environment-Based Critical Thinking Skills Test Instrument for Class VII Middle School Science Learning

This research developed an environment-based critical thinking skills test instrument for science learning in class VII middle school to answer the problem of students' low critical thinking skills in Indonesia. The aim of the research is to produce a valid and reliable instrument to measure students' critical thinking skills in an environmental context. The research method uses the ADDIE development model with a pre-experimental design (one group pretest-posttest). Research findings show that the instrument developed has high validity and reliability and is able to significantly improve students' critical thinking skills. The conclusion of this research is that environment-based test instruments are effective in measuring and improving students' critical thinking skills. The implications of this research show the importance of integrating environmental issues in learning modules to improve the quality of science education in Indonesia.

Navigating challenges and crafting solutions: Implementing CAPS for grade 7 natural sciences in rural South African schools

This qualitative study explores the implemen­tation of the Curriculum and Assessment Policy Statement (CAPS) for Grade 7 Natural Sciences in two rural schools in the Eastern Cape, South Africa. The researcher uses semi-structured interviews and classroom observations with six teachers to investigate the challenges and adapta­tions in CAPS implementation within resource-constrained environments. The study reveals significant hurdles, in­cluding severe resource limitations, language barriers, and assessment difficulties. The findings highlight teachers' re­markable creativity in adapting CAPS to rural contexts by using locally available materials and innovative teaching strategies. However, these adaptations often fall short of fully meeting curriculum requirements, which could po­tentially widen the educational gap between rural and ur­ban learners. The study emphasises the need for context-specific professional development, flexible assessment guidelines, and tailored resources to support effective CAPS implementation in rural settings. It argues for a more nuanced approach to curriculum design and implementa­tion that takes into consideration the unique socio-cultural and resource contexts of rural schools. This research contributes to our understanding of curriculum implementation in challenging contexts and provides insights for improving science education in rural South Africa.

$100M Gift to Establish William & Mary's Batten School of Coastal and Marine Sciences

$100M Gift to Establish William & Mary's Batten School of Coastal and Marine Sciences

Instructor Development and Support at the University of Minnesota College of Veterinary Medicine

Health science schools are increasingly promoting teaching training among their faculty. Reported challenges for such programs revolve around lack of time and lack of support for faculty and other teaching staff to pursue such training. This is a description of the components of a teaching training program that is available for all instructional faculty and staff at a veterinary college. Components described include a formal teaching development program with information about participant satisfaction, an educational support website, an annual Education Day, and ancillary programs available throughout the academic year to provide just-in-time support for teaching.

High School Curriculum and Cognitive Function in the Eighth Decade of Life.

Formal educational attainment, or years of schooling, has a well-established positive effect on cognitive health across the life course. We hypothesized that the content and difficulty of the curriculum influence this relationship, such that more challenging curricula in high school lead to higher levels of socioeconomic attainment in adulthood and, in turn, to better cognitive outcomes in older adulthood. We estimated multilevel structural equation models (MSEMs) in data from 2,405 individuals who attended one of 1,312 US high schools in 1960 and participated in the Project Talent Aging Study in 2018. A college preparatory curriculum and a greater number of semesters of math and science in high school were positively related to word recall and verbal fluency at an average age of 75. Effects were robust to controlling for adolescent cognitive ability, academic performance, socioeconomic background, and school characteristics. We discuss the implications of these findings for educational policy.

“I Should Only Use One Language”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom

Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.

An Assistant Professor at the Graduate School of Science has won the 2nd prize at the 2nd National Science, Technology & Innovation in 2024.

The Outstanding Cambodian Scientists Awards has been initiated by the National Council for Science, Technology and Innovation (NCSTI) and the Ministry of Industry, Science, Technology & Innovation (MISTI), coordinated by the General Department of Science. The initiative aims to highlight the value of knowledge generated through scientific research aligned with the eight priority areas outlined in the National Research Agenda 2025. The eight priority areas are local food, reliable energy supply, quality education, electronic and mechanical spare parts, cloud-based services, electricity and potable water, carbon neutrality, and digitally enhanced health. The application was open for one month, from February 14, 2024, to March 13, 2024. The selection committee would have selected the best based on the set criteria. According to a guideline of the Outstanding Cambodian Scientists Awards, some basic criteria for eligibility and evaluation for the award included degree holders with at least a Master’s degree, having publications (research papers, textbooks) in recognized publishers, conference presentations, thesis supervisions, grants received, recommendations from a researcher in the field, and a clean record regarding professional ethics and criminality. The committees, consisting of seven members, are selecting the top three ‘Outstanding Cambodian Scientists’; they consist of the following components: Minister of MISTI, Representative of the Advisor Board of NCSTI, Invited international researcher, Dr. HUL Seingheng, USS and Head of Secretariat of 2nd National STI Day 2024; Dr. TRY Sophal, Director General of STI, and Invited private sector from enterprise association, industrial association, or else. At the Gala Dinner held on March 24, 2024, the recipients of the prestigious awards were formally revealed. Dr. SOUM Veasna was one of the awardees and proudly accepted the 2nd prize at the 2nd National Science, Technology & Innovation event of 2024, focusing on the theme of ‘Electronic and Mechanical Spare Parts’. Delve into the pages ahead to explore the captivating narratives of his research endeavors and remarkable accomplishments within this domain.

Explaining astronomy teaching self-efficacy among pre-service teachers

ABSTRACT Earth and Space is one of the thematic strands/domains of the Philippine basic education science curriculum, yet little is known about its different teaching and learning aspects, including those associated with preservice teachers' readiness and preparedness to teach astronomy. This exploratory study examined the interaction of views on the nature of science, perceived relevance of education, technology acceptance and use, and astronomy teaching self-efficacy among 203 pre-service high school science teachers in one of the centers of excellence for teacher education in one of the state universities in the Philippines. Using an adapted survey instrument, collected data underwent partial least squares-structural equation modeling using SmartPLS 4. Results confirmed the direct effect of perceived relevance of education and technology acceptance and use on astronomy teaching self-efficacy, the direct effect of views on the nature of science on perceived relevance of education and technology acceptance and use, and the mediating effect of perceived relevance of education and technology acceptance and use between views on the nature of science and astronomy teaching self-efficacy. A reflection elucidating the role of views on the nature of science, perceived relevance of education, and technology acceptance and use on preservice teachers' astronomy teaching self-efficacy is provided.

ILead with an EDI Lens

ABSTRACT This conceptual paper introduces the joint San José State University, School of Information and Simmons University, School of Library and Information Science, IMLS grant planning project: iLead: Preparing Tomorrow’s Library Leaders. During 2023–24, the grant team project members are designing an asynchronous online program where library employees may earn micro-credentials. The online program focuses on developing leadership skills with an equity, diversity, and inclusion lens. Contributions from national, state, and local library partners during the development of this curriculum will assist in applying for a future IMLS implementation grant. For more information on iLead: https://www.ileadedi.org/.

Primates in the Hood (Primates en el Barrio): Improving knowledge of threatened primates through schools science projects in rural settings in San Martin, Peru.

We aimed to improve knowledge among high school students on local environmental issues, with emphasis on the ecology and threats to primates in the Alto Mayo Valley of San Martin Region, Peru. The Alto Mayo Valley is home to at least 8 species of primate, including the endemic and Critically Endangered San Martín titi monkey (Plecturocebus oenanthe). San Martin is also the most deforested region of Peru. We used two participatory teaching methods: Experiential learning and inquiry-based education. The learning experiences were activities that guided students to look for solutions to real-life situations. The project consisted of 8 lessons co-designed by us and the participating school teachers, and implemented by the same teachers with our guidance. Lesson 5 was a field trip to a local community conservation area to apply primatological field techniques and gather scientific data. The students' final product was a video presentation and a poster of their results. One hundred percent of students acknowledged they learned something new about their local environment, primates, conservation, and research. Experiential learning techniques are effective in developing awareness, knowledge and self-advocacy amongst school students. Our inquiry-based method placed students and teachers closer to scientists, helping them to see the role of science in their neighbourhood. This method can be easily adapted to other regions in Peru and globally.

Preface

1st Global Summit on Sustainable Science and Technology (GS3T) Duration: 15th – 16th September, 2022 Venue: Online Mode (Adamas University, Kolkata, India) About the Conference: In a landmark decision, the United Nations General Assembly has proclaimed the year 2022 as the International Year of Basic Sciences for Sustainable Development. This resolution underscores the vital role of basic sciences in advancing sustainability and addressing global challenges. In alignment with this global initiative, Adamas University was proud to host the inaugural Global Summit of Sustainable Science and Technology (GS3T 2022). This summit aims to foster international collaboration and drive sustainable research outcomes. With over 350 participants from around the world, GS3T 2022 has served as a pivotal platform for enhancing national and international research funding and producing impactful scholarly articles. A key focus of the summit was to establishment of long-term, multidisciplinary research networks, facilitating enduring partnerships that will contribute significantly to sustainable development goals. Join us at GS3T 2022 as we unite the global scientific community in a concerted effort to create a more sustainable future through the power of basic sciences. The Global Summit on Sustainable Technology 2022 (GS^3T 2022), held from 15th to 16th September 2022 at Adamas University, Kolkata, India, was a landmark event organized by the School of Basic and Applied Sciences (SOBAS). This summit, conducted in a hybrid mode due to Covid-19 restrictions, brought together a distinguished assembly of researchers, scientists, and scholars from around the globe to share their insights and advancements in the field of sustainable science and technology. List of Notable Speakers, Scientific and Organizing Committee, Conference Secretary, Editorial Board, Participation Details and Acknowledgement are available in this Pdf.

Ensuring continuity in science education (on example of physics curriculum)

<p>The relevance of the research stems from the need to study the issues of continuity of the school and university curricula content in science disciplines on the example of the “physics” course. This study aims at identifying the principles of continuity of the content of school curricula and higher education programs in natural sciences in the example of the “physics” course, as well as disclosing methods to ensure the continuity of secondary and higher education in the Republic of Kazakhstan. The primary method in this study is system analysis, which is applied to examine the continuity of the school and university science curricula content, using the “physics” course as an example. Moreover, a theoretical analysis of recent scientific publications was carried out in the research process. The study deals with the problem of maintaining continuity in the general secondary education curricula in the field of natural sciences based on a renewed education program. The study presents the results of the analysis in the form of methodological suggestions and reveals possible barriers to the implementation of lifelong learning.</p>

Teachers’ views on the potential of school science clubs for enhancing their learning

ABSTRACT Background The teaching staff learns as a result of their daily teaching practice, and yet there is limited knowledge regarding the impact of extracurricular activities within the school, such as science clubs, on the professional growth of science teachers. Purpose This study is proposed to deepen the understanding of how teachers perceive science clubs, what learning they obtain from them, and what factors contribute to promoting this learning. Sample Five experienced science teachers involved in coordinating school science clubs participated in the study. They were all experienced science teachers with some experience in running a science club. Design and methods The study may most accurately be described as a descriptive-qualitative study with a comprehensive scope. Data was obtained through semi-structured interviews. The collected information was analysed from a descriptive and interpretative perspective using techniques specific to content analysis. Results The results show that teachers value science clubs as an opportunity to enhance both their content knowledge and pedagogical knowledge, a space to reconsider what it means to be a science teacher, to get to know and connect more with their students, and to collaborate with other colleagues. Conclusion It is concluded that the study provides evidence that the learning acquired in science club activities complements and expands the interviewed teachers' expertise and contributes to their professional development in all three dimensions: personal, social, and professional.

Artistic mutilation of genitalia: an interpretive analysis of representations of genitalia in Indian school science textbooks

ABSTRACT Visual representations (and their censorship) are carriers of messages and are powerful tools to invoke discourses. Visuals are not just supplements to written text; rather, these can be read independently as the primary text and are crucial to scientific communication, particularly in life sciences. This paper aims to investigate various textbook depictions of genitalia and examine how ideologies are manifested through visuals in relation to the human body. Here we try to unpack the visual representations of genitalia in different discursive spaces within Indian science textbooks from 6th to 12th grade. We position our study within the hermeneutic methodological landscape and apply the socio-semiotic analytic framework developed by Serafini [Serafini, Frank. 2010. “Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives.” Children's Literature in Education 41 (2): 85–104. https://doi.org/10.1007/s10583-010-9100-5], consisting of three analytic perspectives: perceptual, structural, and ideological, to interpret the visual images of genitalia and the ideological matrix that produced these images. Our analysis of textbooks' portrayal reveals a tendency to censor or obscure genital depictions. The paper discusses the potential effects of these representations on students' health and relationships with their bodies and argues that they must engage in dialogue with discourses challenging normative understandings of the body and remain open to change.

Gakera Educational Game Media on Nusantara Kingdom Material

Teachers still need to work on providing learning media, especially technology-based media. The impact of this is low student learning outcomes. Thus, this research aims to develop technology-based learning media for grade IV elementary school science and science lesson content on Nusantara Kingdom material to improve student learning outcomes. This research is research and development (R&D). The development model used is the ADDIE development model. The data collection methods were observation, tests, questionnaires, and interviews. The data collection instruments are questionnaires and test questions. The research subjects are media experts and learning material experts. The test subjects, namely in the small-scale trial, were 6 students, while on a large scale, there were 18 students. Data analysis techniques use descriptive qualitative, quantitative analysis, and inferential statistics. The results of the feasibility test for Gakera's educational game media products, assessed by a team of experts, obtained an average score of 90% from media experts, which was included in the very feasible category. Furthermore, the average feasibility score by material experts was obtained at 87.5% with very feasible criteria. Next, a t-test was obtained with a Sig value. (2-tailed) of 0.000 on a small scale and a large scale. The Gakera educational game media was feasible and practical to be applied in the learning process because it increased student motivation and learning outcomes.

UNDERSTANDING THE CHALLENGES OF TEACHING COMPUTER SCIENCE SUBJECTS FROM SCHOOL TEACHERS’ PERSPECTIVE

The implementation of Computer Science (CS) in Malaysian secondary schools aims to develop digital proficiency among youths. Despite this, Kedah state has seen fluctuating enrolment in CS elective subjects for the Sijil Pelajaran Malaysia (SPM) exam between 2018 and 2021, which contrasts with the increasing popularity of CS programs in higher education and the rising demand for CS skills.Addressing the challenges teachers face in delivering CS subjects is crucial, including issues like inadequate training, limited resources, language barriers, and diverse student backgrounds. This study uses a quantitative approach with self-developed questionnaires distributed among experienced CS teachers in Kedah to identify these challenges and propose solutions. Findings reveal a mix of experienced and less experienced teachers, mostly with medium-level proficiency. The study highlights difficulties in teaching Form 4 and Form 5 content and suggests improvements through professional development, collaboration, hands-on experiences, and updated resources to enhance teaching effectiveness and better align secondary education with higher education and job market needs.

Perceptions of Allied Health Students about lecture and peer‐assisted learning

Background. Students’ perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students’ perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures.