School Science Research Articles

Strategies, Factors and Challenges in Core Science Subject Delivery at Cuenca Senior High School

This study aims to identify the strategies, factors, and challenges in delivering core science subjects through quantitative non-experimental research. Using a random sampling technique, data were collected from 284 respondents via a Google Form questionnaire. The findings indicate that the most used teaching strategy among senior high school science teachers is the lecture method, primarily utilizing PowerPoint slides. This is followed by project-based learning through performance tasks and lectures that incorporate ICT tools, such as e-games and quizzes. Key factors influencing science literacy include students’ prior knowledge, focus, and perceptions of the topic. The goal of this study is to develop a project to enhance core science literacy instruction within the institution. To enhance student performance, a plan of action is proposed that employs a metacognitive strategy—specifically, a contextualized or personalized scientific dictionary—to develop scientific literacy.

Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project

The aim of this research was to explore the impact of interactions between undergraduate students (‘students’) and the postgraduate researchers (‘PGWT’) who teach them, on students’ sense of belonging. Meaningful interactions between staff and students have been identified as a key aspect of students’ sense of belonging. The unique space that postgraduates who teach occupy- both student and teacher- is widely recognized in the literature and through this dual role PGWT can provide a valuable bridge between students and academic staff. Due to the nature of their teaching - which is typically small group teaching characterised by proximity and informality - opportunities can arise for discussion of matters from the wider student experience beyond the curriculum. Activity-oriented focus groups were conducted with module leaders, PGWT and their students in the School of Sport, Exercise and Rehabilitation Sciences at the University of Hull to explore each groups’ perspectives, and the results were thematically analysed. Findings show that whilst students didn’t explicitly recognize or use the term ‘belonging’, through resonance, rapport and academic enrichment PGWT created environments which aligned with definitions of belonging, including building meaningful relationships, contributing to the student experience, and creating informal spaces where students discussed both learning and personal matters. PGWT were relatable, providing authentic examples and being role models. Our findings suggest that being a teacher enables PGWT themselves to feel part of, and that they belong in, the University community. This research adds to the literature on students’ perceptions of PGWT and provides recommendations for future practice.

“Materials of the School of ‘Mathematical and Navigational Sciences’ under the jurisdiction of the armory chamber” from N. P. Durov’s collection as a historical source

The School of Mathematical and Navigational Sciences, the first specialized technical educational institution in Russia, was founded on the initiative of Peter the Great in Moscow in 1701. Subsequently, the Maritime Academy in St. Petersburg (1715) was set up, based on the School’s Navigators’ Classes. Most of the School’s documents were lost during the fire in the Naval Cadet Corps in 1771. A set of manuscript documents bound together, comprising the Navigation School’s bookkeeping documentation, has been preserved in the personal fonds of N. P. Durov (1831–1879), professor at the Institute of the Corps of Railway Engineers (St. Petersburg) and historian of science and technology, deposited at the Russian State Library’s Manuscript Department. This manuscript has so far remained unpublished and little-known to researchers. Durov was a renowned bibliophile and collector of manuscripts and books. Many unique handwritten materials ended up in his library after the acquisition of a part of the book collection that belonged to a collector and amateur archeographer A. I. Sulakadzev. However, as our research proved, Durov obtained these Navigation School’s manuscript documents from the home library of the writer B. M. Fedorov. After Durovʼs death, these documents were purchased by the Moscow book dealer V. V. Gautier and subsequently acquired from him by the Library of the Moscow Public Museum. This manuscript is an important source on the history of the creation and early years of the Navigation School. It includes petitions to the Tsar from its future students and the documents of both the School and the Armory that contain information about the educational process organization and the first naval cadets’ everyday life.

Examining Teachers’ Professional Learning in an Online Asynchronous System: Personalized Supports for Growth and Engagement in Learning to Teach Statistics and Data Science

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science. We paid particular attention to the features we designed into the platform to support self-regulation and personalizing the experiences to meet their preferred learning goals such as allowing for free choice of learning materials, flexibility of when and how long to engage, providing personal recommendations based on user input, internal systems to track progress, and generating certificates of completion. In this study, we used a case study with both quantitative and qualitative data to examine whether teachers had gains in meeting learning goals related to their development in teaching statistics and data science, had sustained engagement, and found the features for personalization supportive for their learning. Results showed, overall, positive growth towards meeting learning goals and making small changes towards improved classroom practice. Most teachers were generally engaged in sustained ways across the study period, though we found six different patterns of completion that highlight ways in which teachers’ goal-directed and self-regulated learning occurred within the busy schedules of educators. Several personalized features, especially the recommendations and tracking system, were highly utilized and perceived as supportive of teachers’ learning.

Exploring pharmacists’ understanding and use of antifungals at a tertiary hospital in England - an interview study

Abstract Introduction Antimicrobial resistance (AMR) is an emerging crisis worldwide. If continued, it is estimated AMR could cause over 10 million deaths annually by 20501. Antifungals are critical in the treatment and prophylaxis of fungal infections, especially invasive fungal infections which can be life-threatening. The national and international antimicrobial stewardship action plan focus primarily on the use of antibacterials. Antifungals have not yet been a focus for stewardship programmes. The appropriate use and understanding surrounding antifungals remain a challenge among healthcare professionals, including pharmacists but there is scarce empirical evidence to demonstrate this problem. Aim To explore pharmacists’ understanding and use of antifungals at a tertiary hospital in England. Methods A qualitative study utilising a constructivist approach involving one-to-one online semi-structured interview based on the Critical Incident Technique2 was conducted. Pharmacists working in the tertiary hospital were purposively sampled and recruited to participate in the study. Following informed consent, participants took part in a semi-structured interview via Microsoft Teams with a researcher. Interviews explored 1) the general purpose of using antifungals and 2) system factors and decisions taken when managing a routine and unusual or challenging case using antifungals. The interviews were audio-recorded and then transcribed verbatim. Transcripts were analysed using reflexive thematic analysis3. The study was registered with the tertiary hospital where participants were recruited from. This study was registered with Oxford University Hospitals NHS Foundation Trust (ref no. 8482) and received ethical approval from the University of Reading School of Chemistry, Food and Nutritional Sciences and Pharmacy internal ethics review committee (study no: 46/2023). Results Nine participants took part in the study. Interviews took an average of 29 minutes (range 15-55 minutes). Participants worked in different specialties including oncology, haematology, paediatrics, and respiratory care. Three themes were generated through the analysis. Theme 1: Diagnosing and managing fungal infections is complex. Limited and/or lack of reliable and timely diagnostic testing makes diagnosing fungal infections difficult. Consequently, patients were sometimes prescribed empiric antifungals to avoid treatment delay. Treatment was then reviewed once test results were available. Patient-related issues such as comorbidities and drug-drug interactions contribute to complex treatment plans. Theme 2: Antifungal stewardship involved a multidisciplinary approach. Pooling together expertise amongst healthcare professionals was imperative in decision-making. Pharmacists were often key antifungal stewards and medication experts despite working with uncertainty. Theme 3: Expressed need to upskill on antifungal stewardship. Participants were aware of gaps in their experience and knowledge when managing complex fungal infections. They want to be more confident in their role. Discussion/conclusions To our knowledge, this is the first study investigating hospital pharmacists’ understanding and use of antifungals in England. Our study showed that pharmacists navigate uncertainties when using antifungals. Pharmacists were viewed as antifungal stewards and medication experts in a multidisciplinary team but pharmacists were themselves aware that they need more exposure to a wider range of scenarios to enhance their confidence. Our findings suggest a need for reliable diagnostic-driven approaches and education and training initiatives for pharmacists to steward antifungals. Our participants worked in one tertiary hospital representing the culture and work practice specific to the hospital. It would be interesting to explore experiences of pharmacists working in other hospitals.

Educational Robotics and Preservice Teachers: STEM Problem-Solving Skills and Self-Efficacy to Teach

Integrating STEM education within the elementary school science curriculum in Ontario, Canada, elevated the expectation for elementary preservice teachers to teach STEM skills such as problem-solving through coding. Research shows that educational robotics can promote STEM knowledge and skills. This mixed methods study investigates the effect of an educational robotics intervention on preservice teachers’ STEM problem-solving skills and their self-efficacy to teach with educational robotics during the COVID-19 pandemic. Data sources included a pre- and post­questionnaire on problem-solving, a pre- and post- self-efficacy teaching questionnaire, a problem-solving worksheet, and transcripts of group interactions. Quantitative findings were statistically significant for preservice teachers’ self-efficacy to teach with educational robotics (large effect size) and for problem-solving competencies (small effect size). Using a STEM problem-solving framework, two preservice teacher group interactions were analysed. Qualitative findings indicated that preservice teachers exhibited similar problem-solving processes as STEM experts, but preservice teachers’ prior STEM knowledge limited the types of decisions considered at the problem-solving stages. The study provides an example of how preservice teachers’ self-efficacy to teach with educational robotics was developed within a science education course and lends unique insights into the problem-solving processes these preservice teacher groups engaged in.

The Emergence of New Disciplines and the Transformation of the Library and Information Science Profession

Abstract: Advances in information and communication technologies, digitalization, and the internet have changed the way people process, use, and share information. The transformation of the library profession and the emergence of new disciplines such as information science, knowledge management, and data science have continued to raise questions about professional identity, workplace, interdisciplinarity, and the types of skills and competencies needed for information professionals to compete in a highly technical and knowledge intensive environment. In this paper, we reflect on the historical development in the field and examine emerging trends and their impact on the transformation of the information and knowledge professions. Data analysis of course offerings from top-ranked information science schools (iSchools) has shown strong emphasis on the use of terms such as “information” and “information science.” The use of the term “data” has significantly increased in the past few years due to the addition of new specialization and degree programs in data curation and data science. The decrease in the use of the term “library,” even though the library is still the largest employer of information science students at all levels, could be attributed to the continued trend and desire by academics and practitioners to separate the profession from the place of work.

The destruction of Sciences at Massey University and why we need an independent entity that can investigate universities

This article summarises the events that led to the dismantling of the school of Natural and Computational Sciences at Massey University, Albany campus, and the unsuccessful attempts to prevent it by staff, the public and the New Zealand Association of Scientists (NZAS). Although challenging to prove, we argue that the dismantling was unnecessary, senseless and counterproductive. The unsuccessful attempts to save an academically and financially viable school exposed a weakness in the current Education and Training Act and demonstrated why New Zealand (NZ) needs an independent entity that could investigate universities, guard the national interests, ensure accountability of tertiary institutions’ administration, and protect the academic freedom of individual academics.

비대면 수업에 대한 예비 과학 교사들의 인식 조사 연구

The purpose of this study is to survey the perception of pre-service science teachers regarding online classes. The subjects of this study were 76 pre-servide science teachers in the Chungcheong and Gyeongsang provinces, and an online survey was conducted. The survey instruments consisted of 13 questions in three categories: experience & class using digital tools, the learning effectiveness of online classes, and online and in-person experimental classes. Pre-service science teachers were found to lack the ability to use digital tools and the experience of class using digital tools. Pre-service science teachers perceived that in-person classes were the highest effective, but they had very positive perception of blended teaching methods. They perceived the advantages of online learning as learning at a desired location, controlling learning speed, and repeatable learning, while the disadvantages included the lack of interaction, difficulty in self-regulating learning, and poor online learning environment. In addition, they were found to have a very negative perception of online experimental classes, but showed a somewhat positive perception of learning basic concepts. In order to prepare for future school science education and enhance digital capabilities of pre-service science teachers, it is necessary to improve the curriculum for them and develop and utilize teaching-learning methods and strategies.

The Utilisation of ICT Resources for Teaching and Learning Science in Rural Schools: A Bibliometric Analysis

Information and Communication Technology (ICT) offers pedagogical approaches in science that may enhance engagement in STEM disciplines. It has emerged as a catalyst for quality education and job creation, imparting scientific knowledge and potentially enhancing educational standards for rural students, hence generating increased opportunities for employment and entrepreneurship. This study aimed to explore research trends on the use of ICT in teaching and learning science in rural schools, using available big data on studies done in the past 10 years worldwide. A bibliometric analysis was used to analyse 171 journal articles and conference proceedings papers which were published or in press. These documents were obtained through the SCOPUS database. The keywords used were "ICT in teaching science” OR "rural schools". Data were organised into tables, graphs and visualisations obtained from VOSviewer, then analysed descriptively. Findings from the study revealed insufficient publications of documents in this area per year worldwide, citations and co-citations, poor collaborations and low total link strength for all documents published from 2013-2023. Whereas many studies have been conducted on the use of ICT or STEM education or rural education, few studies incorporated the three terms. Those who have embarked on these studies seem to be losing interest in doing more research in this area. Furthermore, there are insufficient collaborations between authors and countries in this research area. This study recommends that the amount of research and collaborations be increased on regarding the utilisation of ICT resources for teaching science in rural schools.

Artificial Intelligence Technology Embedded in High School Science Learning: A Study of Teacher Perception

This study examines teachers' perceptions and acceptance of using artificial intelligence (AI) technology in the teaching of Sciences (IPA) in Vocational High Schools (SMK). Based on quantitative and qualitative data, the results indicate that the understanding and use of AI in teaching are still limited. Quantitative data were collected through a structured questionnaire to assess teachers' knowledge, confidence, and AI usage frequency, while qualitative data were obtained through in-depth interviews exploring their views and challenges. Although some teachers see the great potential of AI in enhancing student engagement and learning outcomes, various obstacles such as lack of training and technological infrastructure hinder optimal implementation. This articles also offers strategic recommendations for integrating AI into the science curriculum in vocational schools. Although AI has significant potential in vocational science education, its effective implementation is hindered by limited teacher training and infrastructure, necessitating strategic improvements to fully leverage AI's benefits in schools.

Active Teaching-learning Methodologies in Higher Education: A Project with the Community

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives. Keywords: higher education, active teaching-learning methodologies, pedagogic innovation, community intervention, transdisciplinarity

Utilizing Language-Generating Artificial Intelligence (LGAI) in Educational Planning: A Case Study

The integration of Generative AI (GenAI) tools like ChatGPT in education, while promising, remains underexplored. This study investigates the use of language-generating AI (LGAI) within K-12 instructional planning through a case study of a middle school science teacher using the Technological Pedagogical Content Knowledge (TPACK) framework. Findings reveal that effective use of LGAI involves detailed contextual input, iterative dialogue, and selective adoption of AI-generated suggestions. The teacher’s engagement with LGAI not only enhanced lesson planning efficiency but also supported adaptive teaching methods and personalized learning experiences. This integration led to improved confidence and strategic decision-making in instructional planning. The study highlights the potential of LGAI to transform educational practices and underscores the importance of professional development to equip educators with the skills necessary to harness AI technologies effectively. These insights contribute to understanding how GenAI can augment instructional design, offering a framework for integrating technological innovations into pedagogy.

A Survey Study on the Current Status of Professionalism of Elementary School Science Teachers in Changsha County

As the main participants in the teaching of science curriculum, the professionalism of elementary school science teachers is very important to the teaching work of teachers, the scientific literacy of students as well as the reform and development of science education. Therefore, the professional literacy of elementary school science teachers in Changsha County was thoroughly researched and analyzed from three aspects: professional affective literacy, professional knowledge literacy and professional ability literacy. Through the questionnaire survey and interviews, it was found that some science teachers have the problems of lack of professional affective literacy, single knowledge structure and low professional ability literacy. These problems are mainly attributed to the teachers’ weak sense of professional development, the limitations of curriculum teaching and implementation ability, the schools’ insufficient attention to the science curriculum, and the insufficient investment in education funding. To address these problems, this paper proposes optimization paths such as clarifying development goals, strengthening practice reflection, deepening the learning and application of the new curriculum standards, raising the importance of science curriculum teaching, and increasing the investment in science education. Through these measures, we aim to enhance the professionalism of elementary school science teachers, improve the quality of teaching, cultivate students’ scientific literacy, and promote the sustainable development of science education.

Islamic Education Program Approach to Islamic Personality Development

The development of science and technology, on the other hand, raises new problems in the world of education in higher education, especially the behavior shown by students with the rampant consumption of alcohol, drugs, promiscuous behavior, and abortion, which is undeniable evidence of the negative impact of scientific and technological progress. This research aims to analyze the Islamic education program's approach towards Islamic personality development in Miftahul Khoir Student Boarding School Bandung. This research uses a descriptive qualitative approach. Data collection techniques were conducted by means of interviews, observations, and documentation studies. Based on the results of the study, the Islamic education program at PPM Miftahul Khoir has a distinctive feature by referencing four main concepts in designing Islamic education programs, namely first getting to know the basics of boarding school science. Second, Tafaqquh Fiddīn. Third, leadership and entrepreneurship. Fourth, adab and ethics. This concept makes the program at PPM Miftahul Khoir different from Islamic education programs in Salafi boarding schools in general and other student boarding schools. The Islamic education program at PPM Miftahul Khoir will support the implementation of the objectives of Islamic education at PPM Miftahul Khoir, because the program is made by the educational objectives it wants to achieve. The Islamic education program at PPM Miftahul Khoir is divided into two program scopes: the program listed in the syllabus and the non-syllabus program.

Development of Domino Card Media in IPAS to Improve Learning Outcomes Students of SD Negeri Patemon 02 Gunung Pati District, Semarang City

One of the most important elements in educational activities is the learning media. But in practice, only a few teachers are able to take advantage of the learning media that exist today, this has an impact on student learning outcomes. Therefore, the purpose of this study was to develop domino cards as a learning media teaching science in elementary schools. This research uses the Research and Development method with the model used. namely Borg and Gall. This study involved teachers and 20 students in grade V of SD Negeri Patemon 02. Domino learning media was designed to meet the needs of teachers and students through documentation, interviews, observations, and questionnaires. The study results show the percentage of level of eligibility of domino card media by material and media experts with a percentage of 95% and 93% respectively with very feasible criteria. The pretest and posttest results show that domino card learning media improves student learning outcomes, with an n-gain value of 0.55 and moderate criteria. This shows that domino card learning media is effective for improving student learning outcomes science learning outcomes in learning grade V students of SD Negeri Patemon 02 human respiratory system material.

Development of 'Kenalin' Learning Media Based on the Smart Apps Creator Application to Improve Student Learning Outcomes in Class IV Elementary School Science Subjects

Science and Technology learning in class IV at SD Negeri Kandri 01 is still not optimal in the use of IT-based learning media. This affects the learning outcomes of students who have not met the KKTP. This research aims to develop, and test the feasibility, and effectiveness of the "Kenalin" learning media based on the Smart Apps Creator application for the material Indonesiaku Kaya Budaya and also to find out whether the 'Kenalin' learning media can significantly improve student learning outcomes. This type of research is Research and Development (R&D) with the Borg and Gall development model. Using test techniques (pretest and posttest) and non-test techniques (observation, interviews, initial data analysis, and final data analysis). The data analysis method used in this research includes initial data analysis using the normality test, as well as final data analysis using the average difference test using theT-Test and measuring the average increase using N-Gain. Based on the results of material validation and media validation, it was found that the 'Kenalin' media met the standard criteria for being very worthy with a score of 92.50% from material expert validators and 95% from media expert validators. The effectiveness of using the 'Kenalin' media was assessed by comparing the pretest and posttest scores using the N- Gain test which obtained a score of 0.58 which was included in the medium category and the paired simple test obtained a result of 0.000 <0.005, so Ho was rejected and Ha was accepted. This research concludes that the "Kenalin" learning media based on Smart Apps Creator is suitable and effective for use as a learning media for the material My Indonesia is Rich in Culture, student learning outcomes also show a significant improvement.

Efeito da inclusão de farelo de soja de alto óleo (FSAO) sobre o rendimento de carnes nobres de frangos de corte

Researches to find new ingredients for the production of ration and food have been carried out. However, the use of corn as energy source and soy bran as protein source are definitely consolidated by both poultry raisers and ration producers. To increase the energy level of these diets nutritionists use ingredients like sebum, viscera oil and soy oil. Fats are great providers of readily available energy and essential fatty acids, being used to increase the energetic density by containing more energy than carbohydrates. The present experiment was carried out at the Aviculture Sector of the School of Veterinary Medicine and Animal Science of the Paulista State University (UNESP), campus of Botucatu, São Paulo, Brazil, beginning in October and lasting for 42 days. Fowls were arranged in randomized blocks design with a factorial design of 8 treatments (2 soy bran sources, with and without high oil) and 4 levels of metabolizable energy (3045, 3095, 3145 e 3195 kcal/kg) with 4 repetitions of 45 fowls, totalizing 360 fowls per treatment and 1440 fowls in the total. The parameters evaluated were breast meat and legs meat percentage. Calculations were made by dividing boneless meat weight by leg or whole breast weight. At 42 days old, 4 fowls by box were randomly removed, being 32 fowls by treatment, totalizing 128 fowls, and were submitted to fast for 8 hours. After slaughtering and cutting, boning was manually performed. We concluded that the levels of metabolizable energy and the kind of soy bran did not influence the yield of noble parts in broilers.

THIẾT KẾ VÀ TỔ CHỨC DẠY HỌC CHỦ ĐỀ STEAM “ĐÈN CẢNH BÁO NGUY HIỂM Ở ĐOẠN ĐƯỜNG QUANH CO VÀ ĐÈO DỐC” NHẰM PHÁT TRIỂN NĂNG LỰC VẬN DỤNG KIẾN THỨC VÀ KĨ NĂNG TRONG MÔN KHOA HỌC TỰ NHIÊN

Representative competency is one of the three component competencies of natural science competencies that need to be focused on developing learners in the process of teaching Natural Science in lower secondary schools. This article aims to design and organize the teaching of STEAM topics in Natural Sciences to develop learners' competencies, especially representative competency. The current status and pedagogical experiment of the research are based on the cross-sectional survey research method and the experimental research method of pre-test and post-test impact on random groups. The implementation of teaching in practice has demonstrated the positive development of learners in terms of knowledge and skills and has shown the feasibility of the STEAM topic for developing representative competency of students to meet the requirements of educational innovation.

Tutoria na Pandemia: os desafios de sempre, os novos e as lições permanentes

University life is full of challenges that add up and the pandemic has shaken social and educational systems, reaffirming existing vulnerabilities and creating new ones. This work, developed on the Mentoring Program of the School of Arts, Sciences and Humanities of the University of São Paulo, set out to think about these challenges, ways to improve tutoring and learning in this context. Among the challenges, we find: lack of institutional support; tutors’ response capabilities; availability of tutors; and adherence to program activities. However, there are many potentialities that extend to both professional and academic as well as personal spheres. So, suggestions for the program were listed, including a calendar of activities, participation in the organization of events and involvement in scientific activities. Permanent lessons include: 1. the virus was not the protagonist in deaths during the pandemic; 2. our risk society demands that we be prepared for anything and everything; 3. human values help us face adversity.