School Science Research Articles

Evaluation of a 70 kDa Excreted/Secreted Coproantigen Immunoassay for the Detection of Toxocara canis in Dogs

Background: We aimed to develop a sandwich ELISA, using polyclonal antibodies against excretory/secretory (E/S) antigens specific to coproantigens present in Toxocara canis-positive dogs. Methods: Antibodies were produced at Biological Sciences School, Autonomous University of Nuevo León, México in 2023 by immunization of rabbits with antigenic extracts from in vitro cultures of T. canis larvae. Assays were performed on 100 stool samples from pet dogs, measuring sensitivity, specificity, and cross-reactivity against other parasitic infections. Results: High values of sensitivity (100%), specificity (90.9%), and positive (93.47%) and negative (95.45%) predictive values were obtained, respectively. We obtained an E/S protein with a molecular weight of 70 kDa, which showed high sensitivity and specificity by ELISA, but it presented cross-reactivity against Ancylostoma caninum and Strongyloides stercoralis. Conclusion: Additional studies are necessary to increase the specificity percentage since this assay demonstrated significant potential as a useful and inexpensive diagnostic tool for immunodiagnostic in dog feces.

Developing Affordable and Research-Grade Measurement Devices with Arduino for School Science: A Guide for Non-Coders

Developing Affordable and Research-Grade Measurement Devices with Arduino for School Science: A Guide for Non-Coders

ENGLISH-MEDIUM INSTRUCTION PROGRAMME IN MALAYSIA: READABILITY OF SCIENCE TEXTBOOKS USED IN DUAL LANGUAGE PROGRAMME AT PRIMARY SCHOOLS

The use of English as a medium of instruction in the teaching of science and mathematics in the Dual Language Programme (DLP) in Malaysia is to increase students’ exposure to English in developing English proficiency to meet globalisation needs. One of the main issues in the implementation of DLP is student readiness to learn science in English. This study examines the readability of primary school science textbooks using Text Inspector to ascertain the difficulty level of the English used. One unit from Year 1 to Year 6 of science textbooks were analysed. The analysis used two features of the Text Inspector: Lexis: EVP and Scorecard. The findings indicate that the language used in science textbooks is beyond CEFR level B2, which suggests that the readability exceeds the primary students’ English proficiency, hence affecting their ability to comprehend the textbooks. In addition, the findings showed that the readability of the science textbooks does not differ much from Year 1 to Year 6. The study found that the readability of the science textbooks used in primary school is inappropriate; hence, proposes policy and pedagogical implications for teachers to support students learning of science in English.

Analysing a Chemistry Lesson on Ionic Bonding: Insights from a Learning Study

The aim of this paper is to report the insights gained from analysing an online Chemistry lesson on ionic bonding as part of a learning study conducted during the COVID-19 pandemic in 2021. The lesson was collaboratively developed by a group of seven high school Science teachers supported by two facilitators. Data collected includes the lesson plan, the transcript from the virtual lesson, and teacher reports. Insights were drawn from each phase of the learning study cycle – Study, Plan, Teach, Reflect. In the Study phase, the teachers came up with several presumed critical aspects based on responses to a two-part pre-test. In the Planning phase, a pattern of variation was used. In the online Teaching phase, we found potential critical aspects emerged when the students interacted with the object of learning, but this was not picked up by the teacher. The critical aspects identified from the learners’ point of view include the number of shells for each atom and the number of electrons in each shell. In the Reflect phase, we consider the role of facilitators in guiding the lesson to focus on the discernment of critical aspects. The insights gained can potentially support teachers on how to plan and analyse lessons using the variation theory of learning, particularly in the context of online teaching.

Developing knower legitimation among disadvantaged learners during a science fair project planning intervention

Science fair projects require knowledge-building (knower legitimation), whereas school science focuses on knowledge reproduction (knowledge legitimation), particularly in disadvantaged contexts. This mixed-methods case study investigates the rate, success, and retarding factors relevant to knowledge-knower legitimation within a 6-hour science fair project planning intervention for grade 9 South African learners from disadvantaged backgrounds. The 756 questions written by 86 participants were categorized according to knowledge-knower legitimation, logic, and comprehensibility for four points across the intervention. Additionally, the teacher-researcher’s reflective notes were analyzed inductively. Some knower legitimation was adopted, but incomprehensibility, illogicality, superficial compliance to the scaffolding templates, and resilience of knowledge legitimation dominated. Limited knowledge of science content and practical procedures retarded outcome attainment. A qualifying pre-competition with a knowledge focus, followed by interventions to convert these according to a relatively elite focus, is argued for. The study explicates crucial but generally hidden aspects of inquiry.

Gender Differences and Similarities in High School Science Performance— What Do Item Response Patterns Tell Us?

ABSTRACT The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches – differential item functioning, differential distractor functioning, and decision tree analysis – we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are girls. Our findings confirm no significant gender differences in overall science performance. However, we identify differences in the incorrect distractor responses between females and males, especially on items that require spatial thinking. This suggests that while males and females perform similarly on this science assessment, they may approach certain types of questions in different ways. Our study provides a nuanced investigation of gender differences and similarities in science performance. It highlights the importance of considering specific aspects of science assessments, such as spatial thinking, when examining performance patterns between males and females.

Multi-vector Approach in the Foreign Policy of the Post-Soviet Countries: Current Issues and Trends

Multi-vectorism as a principle of foreign policy has been implemented by the CIS countries since the mid-1990s. Over 30 years, experience has been accumulated that allows us to judge the basis of real policy and multi-vectorism as a discourse in the information field. The attitude towards multi-vectorism in the foreign policy of the post-Soviet countries is very different, ranging from purely positive (mainly from the country’s political experts) to extremely skeptical (the Russian political science school). The article presents the results of the expert session of the Center for Research of International Humanitarian Communications of the Patrice Lumumba RUDN University “Multi-vectorism in Foreign Policy: Current Problems”, which took place on October 8, 2024 and discussed the problems of multi-vectorism: what are the limits of multi-vectorism as a means of maneuvering of post-Soviet political elites in the context of the emerging multipolar model of international relations, are common rules of the game possible for countries of different economic importance, what is the significance of situational alliances and temporary coalitions in the context of multi-vectorism. Based on the results of the discussion, the researchers came to the conclusion that multi-vectorism is an effective tactical resource of major playersmoderators, leaders of integration associations and military blocs, used to achieve strategic objectives in the areas of memorial policy, macro-regional security, humanitarian and economic cooperation. With such a balance of forces, middle-level countries risk becoming led and controlled objects of foreign policy ambitions of third countries.

Improving Low Achievers’ Performance by Promoting Empathic Behaviors in Elementary School Science Reciprocal Teaching

Improving Low Achievers’ Performance by Promoting Empathic Behaviors in Elementary School Science Reciprocal Teaching

MAPPING INDONESIA’S INDIGENOUS SCIENCE AS A SCIENCE LEARNING CONTEXT IN JUNIOR HIGH SCHOOL: A NEW PARADIGM

The integration of indigenous science into learning, especially science learning for junior high school students, is very necessary. Indigenous science can be used as a context and source for learning science. Mapping Indonesian’s indigenous science is needed to facilitate educators in utilizing and integrating into learning. This study aimed to: (1) analyze and identify junior high school science subject matter and (2) conduct analysis and identification of ethnoscience that is feasible and suitable to be used as a context for junior high school science learning. This research was conducted through literature studies with primary data sources in the form of junior high school science curriculum documents and secondary data sources in the form of documents, internet, books, proceedings, reputable international journals, international journals, and national journals. The stages of the research carried out are: (1) analyzing and identifying material in junior high school science subjects; (2) selecting and sorting material that has the potential to contain ethnoscience content; (3) make details of the subject matter, and (4) present the analysis result. This study succeeded in identifying 7 (seven) indigenous sciences along with their context and content in junior high school science materials, including: (1) Karapan Sapi Tradition from Madura, East Java; (2) Local Potential of Pottery Handicraft Center; (3) Traditional Dance "Lilin" from West Sumatra; (4) Local potential of "salted eggs" from Brebes, Central Java; (5) "Kayon" Puppet Performance Instrument; (6) Natural Potential "Belik" and (7) Dayak Traditional Clothing: King Bibinge and King Baba. Keywords: Indigenous, Learning Process, Science Education Context.

A Study of the Relationship between the Modeling Learning Cycle and Metacognitive Functions to Promote Scientific Problem Solving in Elementary School Science—A Case Study of Practice with “Dissolution” in Grade 5 of Elementary School

A Study of the Relationship between the Modeling Learning Cycle and Metacognitive Functions to Promote Scientific Problem Solving in Elementary School Science—A Case Study of Practice with “Dissolution” in Grade 5 of Elementary School

Lauraceous fossil woods from the early Eocene of Laguna del Hunco, Argentine Patagonia

Two silicified fossil woods are identified as a new species of Laurinoxylon from the Huitrera Formation at Laguna del Hunco in the Chubut Province of Argentina. Supporting characters include the absence of growth ring boundaries, vessels solitary or in short radial multiples, simple and scalariform perforation plates, alternate intervessel pitting, scalariform vessel-ray pits, scarce axial parenchyma, septate fibres, rays usually one to four cells wide, and idioblasts commonly associated with rays and rarely with the axial parenchyma. The fossil woods resemble members of the Perseae-Cinnamomeae-Laureae clade but do not closely match any extant genus; they therefore probably represent an extinct lineage. Although lauraceous woods are known from other Palaeocene and Eocene floras in Patagonia, the presence of the family at Laguna del Hunco was previously based only on leaf compressions without preserved cuticular details. Our new record confirms the occurrence of Lauraceae in the diverse Laguna del Hunco flora, which contains many genera associated with extant rainforest floras. Roberto R. Pujana* [rpujana@gmail.com], Museo Argentino de Ciencias Naturales, Av. Ángel Gallardo 470, Ciudad de Buenos Aires 1405, Argentina Nathan A. Jud [judn@william.jewell.edu], Department of Biology, William Jewell College, Liberty, MO 64068, USA Peter Wilf [pwilf@psu.edu] Department of Geosciences, Pennsylvania State University, University Park, PA 16802, USA María A. Gandolfo [mag4@cornell.edu], LH Bailey Hortorium, Plant Biology Section, School of Integrative Plant Science, Cornell University, Ithaca, NY 14853, USA.

Development of Open Large Language Models for Artificial Intelligence Digital Textbooks

Artificial Intelligence (AI) is being utilized in various fields, and research on generative AI, particularly within natural language processing (NLP) technology, is actively being conducted. Currently, research related to generative AI in the education sector utilizes closed large language models (LLMs) like GPT. However, these models have limitations, as they are difficult to fine-tune and incur high costs. This study aims to explore the potential educational applications of Open LLMs by fine-tuning and comparing the performance of Llama2 and Polyglot, which are built on a Korean-based model, with Llama3, which is not based on a Korean model. The experimental results, using a question-and-answer dataset from elementary school social studies and science subjects, showed that the Llama2 13B model exhibited the highest performance, followed by the Polyglot 12.8B model. The Llama3 8B model achieved approximately 93.08% of the performance of the Llama2 13B model and about 98.63% of the performance of the Polyglot 12.8B model. This indicates that even relatively small, non-Koreanbased models can demonstrate high performance. These results suggest that future development of LLMs base models may omit the process of converting them into language-specific base models. Additionally, fine-tuning Open LLMs for educational applications shows potential for providing personalized education.

Uncovering the Challenges Faced by Primary School Science Teachers in Implementing Experimental Teaching: A Data Analysis Based on a Questionnaire Survey Conducted in Western China

Primary school science is a discipline grounded in experiments, and experimental teaching holds paramount significance in primary school science education in China. Nevertheless, the implementation problems of experimental teaching are frequently disregarded. This research endeavors to disclose the concrete challenges encountered by primary school science teachers in the western region of China during the implementation of experimental teaching, analyze their implications, and put forward corresponding mitigatory measures. Based on a questionnaire survey regarding the current state of primary school science experimental teaching in 21 areas of western China, it is unveiled that primary school science teachers in the western region of China confront deficiencies in scientific professional attainment, the necessity to enhance the attitude towards experimental teaching, and a partial shortage of experimental teaching resources. These hardships result in the deterioration of the quality of experimental teaching, the attenuation of students’ learning interests, and the exacerbation of teachers’ job burnout. Hence, measures should be initiated in aspects such as teacher training, resource development, and enhanced emphasis to assist primary school science teachers in the western region of China in implementing experimental teaching more effectively and elevating the quality of primary school science experimental teaching.

The relationship between classroom interaction and performance of children in Science in pre-primary schools in Tharaka Nithi County, Kenya

The purpose of this study was to establish if classroom interaction has any relationship with preschool learners’ performance in science activity areas. A solid science foundation at an early age of children can predict their performance in sciences at a later stage of primary and secondary levels of education. From the preschool level, children's interests, attitudes, and learning outcomes are, to a large extent, determined by the teaching methods teachers apply. A descriptive research design was applied as the researcher collected data. The target population for this study was 240 preschools, 505 teachers and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru South, Maara and Tharaka) of Tharaka Nithi County. Data was collected using questionnaires for teachers, documentary analysis and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. The study established that the classroom interaction used by preschool teachers had an influence on the learners' performance in science activities. The ability of the teachers to identify the learners' learning needs and the teaching methods that can best handle the topic were found to be crucial in science instruction. The study recommends that the Ministry of Education, through the Kenya Institute of Curriculum Development, should review the current classroom interaction for preschools and modify them to fit specific topics. The methods should then be taught to teachers through in-service training to keep them versed in the current classroom interaction.

Evaluating students' learning achievements using the formative assessment technique: a retrospective study.

Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method. This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021-2022 academic year. In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63-22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01). The formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education.

Utilization of the Surrounding Environment as a Science Learning Resource in Gorontalo Province

Environment-based learning is an approach that is gaining increasing attention in science education due to its potential to improve students' understanding of scientific concepts as well as practical skills. This research aims to examine in depth the utilisation of the surrounding environment of Gorontalo Province as a science learning resource, identify specific potentials that can be integrated into the curriculum and evaluate its impact on students' conceptual understanding, learning interest and practical skills. This study adopted a mixed method approach by combining experimental and interview methods to explore the utilisation of the surrounding environment as a science learning resource in Gorontalo. The population in this study were primary school students and science teachers in Gorontalo. The sample for the experimental method consisted of several elementary school classes selected by purposive sampling, quantitative data were collected through pre-test and post-test to measure changes in students' science understanding and skills before and after the intervention. Qualitative data, the sample consisted of science teachers selected through purposive sampling were interviewed. The results showed that students who participated in learning activities outside the classroom had a deeper understanding of concepts and better science skills compared to the control group. They also showed significant improvements in observation, problem-solving and co-operation skills. The out-of-class activities provided a more interactive and contextualised experience, which had a positive impact on students' motivation and interest in learning. The findings indicate that a neighbourhood-based learning approach, particularly through out-of-class learning activities, can be an effective method in improving the quality of education.

ВИКОРИСТАННЯ ЕЛЕКТРОННИХ РЕСУРСІВ НА РІЗНИХ ЕТАПАХ УРОКУ ІНФОРМАТИЧНОЇ ОСВІТНЬОЇ ГАЛУЗІ В ПОЧАТКОВИХ КЛАСАХ

The article analyses the peculiarities of conducting a competence-based lesson «I Explore the World» in the field of computer science. It is explained why the main type of computer science lesson in primary school is a combined lesson. The main stages of a combined lesson in the field of computer science and its structural components are characterized, described and presented graphically. The timing of each lesson block is scheduled, taking into account the recommendations of the Ministry of Education and Science and the requirements of the Sanitary Regulations. For each component, a selection of key learning activities is offered that can be used during this part of the lesson. The main didactic criteria that should be taken into account when choosing or developing electronic resources to support the teaching of computer science in primary school are systematized and described. The importance of the organizational component of the computer science lesson in primary school as necessary to ensure the safety of students in the computer classroom is determined. An electronic resource for teaching safety rules has been selected, which will help to better memorize the educational material. The necessity of using health-saving technologies is substantiated, their place in the overall structure of the lesson is determined. Specific tools and a selection of electronic resources for accompanying movements and gymnastics are described. The author explains the need to divide the study of a new topic into two stages: the research stage and the practical stage. The methodology for conducting the research stage with the use of time constraints is described, and free electronic resources for explaining the material of the new topic are selected. Free electronic resources, software environments and integrated educational and developmental software packages for primary school students, which are advisable to use at the stage of formation and improvement of practical skills, are considered. Electronic resources have been selected for use at the final stage of the lesson, which help to consolidate the learning material, develop critical thinking and provide feedback between participants in the educational process.

A Survey and Analysis of Implementation Status of Science and Technology Mini Projects Course in Middle School

A Survey and Analysis of Implementation Status of Science and Technology Mini Projects Course in Middle School

Studi Kesiapan Sekolah Mengimplementasikan Kurikulum Merdeka di Kabupaten Sumba Barat Daya

This research aims to find out the knowledge and understanding of teachers and principals about the independent curriculum and to find out the readiness of schools to implement the independent curriculum. This research was conducted in Tambolaka City District and Loura District, Southwest Sumba Regency-East Nusa Tenggara. This study is evaluation survey research with a qualitative descriptive approach. The subjects of this study are 24 high school Physics teachers and junior high school science teachers and 12 school principals. Data collection uses interview instruments and questionnaire instruments. The distribution of the questionnaire was carried out using a google form. The analysis is carried out by reducing data, presenting data, and drawing conclusions. The results of the study show that (1) Teachers and Principals who are the subjects of the study have not understood well the concept and strategy of implementing the independent curriculum, (2) Schools are ready to implement the independent curriculum as a form of support for the government's efforts to improve the quality of education, (3) Teachers and Principals of the research subjects have a positive view of the implementation of the independent curriculum on average

Force and motion misconceptions in Moroccan high school science majors: insights from video game activity

ABSTRACT This study delves into the misconceptions about force and motion prevalent among Moroccan high school science major students. It meticulously analyzes the impact of videogame activity on the formation and persistence of these misconceptions. A cohort of 234 students, who underwent remote introductory mechanics courses, were involved in the study. Alongside the use of the revised Force Concept Inventory for investigating misconceptions, we employed cluster sampling and a descriptive survey to concurrently explore students’ year-long experiences with various videogames. The findings indicate that a substantial part students exhibit non-Newtonian conceptual understanding of force and motion. Interestingly, highly engaged videogame players consistently demonstrated a shift in their misconceptions’ nature. No statistically significant correlations were found with grade, age, or gender, except for videogame spending time frequency. This research underscores the importance of mechanics reasoning, especially among digital natives and avid gamers. These insights not only pave the way for robust Digital Game-Based Learning tools to identify and rectify misconceptions, but also provide a catalyst for further exploration in this field and its broader implications.