School Science Research Articles

Analyzing the Integration of Computational Thinking in Science and Physics Education within the Indonesian Curriculum

This field study was carried out to reveal the implementation of computational thinking in learning Natural Sciences and Physics in the Independent Curriculum. The study was conducted in Garut Regency targeting science, physics and ICT teachers in schools that have implemented the Independent Curriculum. The number of respondents involved was 112 teachers who were selected using the cluster sampling method. Respondents consisted of 57.1% elementary school teachers, 31.3% middle school teachers, and 11.6% high school/equivalent teachers. The instruments used include questionnaires, observation sheets, and document analysis sheets. Data analysis was carried out using triangulation techniques from research data. The research results show that conceptually teachers still do not understand computational thinking. Even though some teachers are aware of the emphasis on implementing computational thinking in the independent curriculum, the documents for planning and implementing learning in the classroom still do not show this implementation. These results can be used as a basis for conducting training and assistance to science and physics teachers in implementing computational thinking in learning.

Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects

Qualified teachers are a cornerstone of successful learning. This study aims to determine the understanding of teachers in elementary schools on the concept of photosynthesis in science subjects in elementary schools. This type of research is survey research. This survey was conducted on 29 elementary school teachers in South Tangerang. Sampling is done randomly (random). The instrument used is a concept statement instrument of 10 statements. The analysis that will be carried out is descriptive by looking at the percentage of misconception scores in each question item. The results showed that there were 3 question items that showed the highest level of misconceptions, with an error range of 86.2% on the presence of chlorophyll, 79.30% on the photosynthesis time item, also 72.4% on results of photosynthesis. The degree of moderate misconception is that 69.00% in statement items related to the role of light in photosynthesis and 62.10% on the photosynthetic product statement item, and. In addition to filling out questionnaires, interviews were also conducted to explore information on why the phenomenon of misconceptions can occur in teachers. The interview results showed that most of the teachers who were sampled for research and teaching science in elementary schools had different educational backgrounds (other than science) as much as 66.00%, 28.00% had science education backgrounds and 7.00% came from other educational backgrounds.

Research on Flipped Classroom Based on the Course of Polymer Modification

How to improve students' self-learning ability and cultivate their ability to solve complex engineering problems during the teaching process is a challenge to undergraduate course teaching. This study focuses on the teaching of "Polymer Modification" for third year students majoring in Polymer Materials and Engineering at the School of Materials Science and Engineering, North China University of Technology. The shortcomings of the original teaching methods were systematically analyzed, and a teaching model of "BOPPPS+flipped classroom" was constructed. The teaching content was reconstructed, and the specific process and operational effects of the new teaching model were systematically discussed. This study provides ideas and references for the teaching reform of courses related to polymer materials and engineering.

Climate change education in U.S. middle schools: changes over five pivotal years.

Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle school level and assess whether teacher attention to recent global warming, and whether the messages conveyed to students, changed between 2014 and 2019. Pooling data from two nationally representative probability surveys of middle school science teachers, we show significant advances on several key criteria, but the prevalence of mixed messages remained high. Exploratory analysis suggests that improvements were spurred partly by the adoption of the Next Generation Science Standards by many states and by partly by shifts in the personal views of science educators.

Fostering Educator Buy-in of Language and Literacy in the Science Classroom

This paper describes a project to build linguistic awareness among science educators at multiple levels: pre-service K–12 teachers, in-service K–12 teachers, and university faculty in both education and STEM fields. Educational linguists from a language-focused non-profit research organization created modules on teaching culturally and linguistically diverse students for a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. The module content, which was integrated into three science education methods courses, was designed around three key principles: linguistic understanding, critical language awareness, and pedagogical modeling. A critical component to the project’s success was fostering “buy-in” from the various groups of educators through multiple means, including piloting materials with in-service science teachers, training university faculty on the language and literacy materials, and revising content based on feedback from the MAT program faculty and students. The findings demonstrate that over time, the educators re-examined their roles as teachers of language and literacy and reassessed their thinking related to science instruction, highlighting the efficacy of incorporating language development content into training and professional development for STEM educators at multiple levels.

Wireless Local Area Network and Analytical Hierarchy Process: Technology Acceptance Model for Increasing Use of Online Learning

Online learning is currently very much needed for the development of science in schools, the covid 19 outbreak has made changes to learning methods. The change in the learning model must also be supported by supporting learning devices and media, including computer networks and the internet in schools, the network that is used to support online learning is currently widely used by schools using WLAN, because it can reach parts of the hard one. The use of WLAN learning devices and media as a support for online learning can be an obstacle for some teachers and students, this is because not all teachers and students can understand the online learning system and not all areas have a fast internet access network, with these constraints in need a technology acceptance measurement model (TAM) for online learning using WLAN, so that online learning can be carried out properly and the achievement of successful learning can be carried out.

Public preferences and willingness to pay for a net zero NHS: a protocol for a discrete choice experiment in England and Scotland

IntroductionClimate change poses a major threat to our health, livelihoods and the planet. In 2020, the UK National Health Service (NHS) committed to reducing its Scope 1, 2 and 3...

Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum

ABSTRACT Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two-week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates’ ability to develop curricula reflective of this evolving perspective.

Competence of Junior high Schools' Science Teachers in Implementing Laboratory Teaching: A Case Study on Palu, Centre Celebes

This research investigates the competence of junior high school science teachers in Palu City, Indonesia, regarding laboratory teaching. The study aims to assess teachers' abilities in planning, implementing, and evaluating laboratory-based learning. Data were collected through observations, document reviews, and interviews with science teachers across six public junior high schools. The findings reveal that all schools engage in laboratory learning to some extent, with varying degrees of success. Teachers often create their own worksheets or use existing guides from science kits. Challenges identified include insufficient laboratory space, incomplete equipment, and a lack of dedicated laboratory assistants. Despite these obstacles, science teachers collaborate to ensure effective laboratory learning, highlighting the need for improved resources and support to enhance the overall quality of science education. The study concludes that while teachers demonstrate competency in laboratory teaching, further development is needed in creating practicum guides, conducting experiments, and assessing student skills. Future research should explore the impact of teacher competence on student learning outcomes in laboratory settings.

A Correlational Investigation into Master Thesis Supervisory Feedback through Online Learning Platforms: Moulay Ismail University Master Students as a Case Study

Many universities and other higher education institutions in Morocco are realizing that distance learning is an advantageous alternative for traditional education. Online research supervision has also been found to play a critical role in the process of conducting research. Research suggests that online supervisory feedback improves the process of research more than that taking place in face-to-face settings. However, many Moroccan university graduate students have encountered numerous challenges in adapting to online learning platforms and successfully receiving feedback on their research theses. The present study aims at investigating the interrelationship between master students’ thesis supervisory feedback through online learning platforms and their achievement. Data were collected from 30 university graduates at the school of Arts and Human Sciences in Meknes. We employed a cross-sectional survey to explore students’ attitudes towards different characteristics of supervisory feedback. We also measured their research achievement by analyzing their research thesis scores. The findings suggest that there is a significant relationship between students’ thesis supervisory feedback through online learning platforms and their achievement. However, the results also revealed that online research supervision can be limited when no technical instructions and trainings are provided to both the supervisor and supervisee. Our findings suggest some implications for both university research supervisors and the institutions. Supervisors need to engage more in online research supervision as it has been found to play a significant role in enhancing the quality of research. Technical support should be provided for both research supervisors and students to facilitate their engagement in the supervision and research processes.

Book review: Jr Martin and Len Unsworth, Reading Images for Knowledge-Building: Analyzing Infographics in School Science

Book review: Jr Martin and Len Unsworth, <i>Reading Images for Knowledge-Building: Analyzing Infographics in School Science</i>

Improving the learning-teaching process through adaptive learning strategy

Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students’ learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students’ and professors’ experience with an Adaptive Learning Strategy evaluated platform’s usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students’ learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

Influence of Smart Fertilizer on Yield and Economics of Cowpea

The extent of agricultural land under cultivation is diminishing continuously as a result of improper over use of fertilizer leads to environmental contamination and productivity of land is also become diminished. Nonetheless, in order to fulfill the rising population's nutritional needs as well as those of the developing industry, agricultural production must be enhanced. Smart fertilizers like Nano fertilizers are the new technologies to enhance the nutrient use efficiency them by improving crop yield in sustainable manner. Nano-fertilizers are the Nano-particles-based fertilizers, where supply of the nutrients is made precisely for maximum plant growth, have higher use efficiency, exploiting plant unavailable nutrients in the rhizosphere and can be delivered on real time basis into the rhizosphere or by foliar spray. Pulses are gaining more important position in Indian agriculture. But the average productivity of pulses is pulses in India (764 kg ha-1) is far below the average productivity of the world (848 kg ha-1). Basally applied nutrients are lost over time, thus applying important fertilizer to cowpeas during their critical growth is a effective strategy to enhance their yield. Especially smart fertilizers like Nano Di-Ammonium Phosphate (DAP) and Zinc - Ethylene Diamine Tetra Acetic Acid (Zn EDTA) are very helpful in that. Therefore, the field experiment was done in the School of Agriculture and Animal Science, Gandhi gram Rural Institute, Gandhi gram, Tamil Nadu during January 2024 to April 2024 to assess the impact of Nano DAP and Zn EDTA on growth and yield of cowpea. There were seven treatments with three replications that were laid out in RBD. Among the different treatments, RDF 50% P, 100% NK + Seed treatment and two foliar spray 0.2% of Nano DAP + Foliar spray of 3% Zn EDTA (T7) was achieved a supremely improved growth parameters and yield attributes and yield. Experimental results clearly revealed that RDF 50% P, 100% NK + Seed treatment and two foliar spray 0.2% of Nano DAP + Foliar spray of 3% Zn EDTA(T7) has recorded the highest grain yield of 1720 kg ha-1 and BCR of 3.25.

A framework for the incorporation of digital scholarship contents in South African Library and Information Science Schools

Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf’s (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market.

The Effect Of Implementing The Radec Learning Model On Improving Students' Critical Thinking Skills Integrated With Cultural Diversity

The learning process greatly influences students' success in achieving learning goals, one of which is increasing students' critical thinking . Critical thinking at this time is one of the skills that really needs to be improved in 21st century education. This research aims to provide an overview of the influence of the RADEC learning model on students' critical thinking in elementary school science learning. This type of research is quantitative in the form of a quasi experimental design . The design applied is The Non equivalent Control Group Design . The technique used for sampling is cluster random sampling . The data analysis technique used is using a prerequisite test in the form of a normality test, then a homogeneity test and hypothesis testing using the t test. The average on the pretest in the experimental class was 44.05263 , after applying the RADEC learning model the post-test was 82.47. The control class obtained an average of 44.15 in the pretest and 69.5 in the post-test after learning using the conventional approach. After carrying out the t-test, it was obtained that t = 3.68 and t table was 1.68709 with a significance level of 0.05. Thus, t = 3.68 &gt; t table = 1.68709, it can be concluded that the influence of the RADEC model was found on students' critical thinking in elementary school science and science learning.

Navigo ergo sum: competenze digitali e uso di Internet tra gli alunni della scuola secondaria di II grado

The advent of digital technologies has revolutionised communication and learning, profoundly affecting society. This contribution explores the use of the Internet for educational purposes among high school students in Sicily. Using an adapted questionnaire, the behaviours of 470 students were examined, along with potential variations between different fields of study. Exploratory factor analysis revealed a unifactorial structure of the questionnaire, consisting of 10 items. Furthermore, the instrument showed good reliability. The results indicate widespread use of the Internet for academic tasks and revealed significant disparities in the use of the Internet between the various fields of study, with students from science, humanities and foreign language schools using it more frequently than those from technical school. This study provides a valuable tool for understanding the impact of digital technologies on school learning and emphasises the need to promote key digital skills among students.

A Place of Interaction and Learning at Design College

This research paper investigates the significance and design elements of interactive spaces within educational contexts, with a focus on design colleges. Through a comprehensive exploration of various case studies, including the School of Arts and Sciences at Ahmedabad University and the Centre for Environment Planning &amp; Technology, the paper examines the role of formal and informal interactive spaces in fostering collaboration, creativity, and community engagement. Key factors affecting the success of these spaces, such as compatibility with user needs, achieving balance between social interaction and isolation, transparency, contact with nature, and design elements influencing interactive environments, are analysed. The findings highlight the importance of thoughtful design and planning in creating dynamic learning environments that support diverse modes of interaction and enhance the overall educational experience. Key Words: Architecture, Design colleges, Formal space, Homebase, Informal space, Interactive spaces

Transformative and equitable science teaching in the culturally diverse classroom: application of formative assessment system

ABSTRACT This study focuses on transformative teaching and learning practice through a formative assessment system in public school classrooms with mostly culturally marginalised students from Dalit communities which study aims to understand how a basic level teacher engages students in transformative science learning through a formative assessment system. A transformative and participatory research paradigm and a qualitative case study design has been used and the data were collected through one month of classroom observations and three in-depth interviews with the basic-level teacher from Gorkha Municipality of Gandaki, Nepal. The study found that teacher has a pedagogical deficiency in the effective implication of a newly revised curriculum and its formative assessment. The intervention provided that science teaching in school by applying the formative assessment system brought a drastic change to teachers and culturally dominated students’ involvement in science learning. The professional training, strong monitoring system, and enthusiasm of teachers support the transformative learning culture. Moreover, the study found that students can build the science capital from the different local activities and events that they observe in families, neighbourhoods and members. However, the school science teaching and assessment system is using usual formal and systematic Eurocentric philosophies, ideas, pedagogies and techniques in the culturally diverse classroom. The study also suggests professional training, a strong monitoring system, and the enthusiasm of teachers to support the transformative learning culture.

Preparing new secondary science teachers in the context of sustainable development goals: green and sustainable chemistry

Abstract School science teachers have an important role to play in preparing young people for a sustainable future. Yet their teaching is usually constrained by national school curricula, which may be slow to change to address the issues of sustainable development. Initial teacher education should anticipate the required changes in school curricula so that newly qualified teachers are better equipped to implement the changes when they happen. This paper is based upon the situation prevailing in South Africa, a country with some of the best and some of the worst schools in sub-Saharan Africa. It suggests ways that the BEd course for physical science education student teachers can be developed toward education for sustainable development, while accepting the constraints of the national curriculum, which has become the defining structure of the BEd.

Science Teachers' Views On Seasons And Climate Unit

The seasons and climate unit, which is a unit requiring an interdisciplinary approach within the scope of the science course, is covered within the scope of the 8th grade middle school science course according to the recent change in the science curriculum. Within the scope of the study, We aimed to aimed to determine the views of science teachers on the seasons and climate unit. In this context, semi-structured interviews were conducted with 22 volunteer science teachers and the data obtained by descriptive analysis were coded by two different people. While coding, a process in the target-objective-implementation plane was taken into consideration. As a result of the study, it was concluded that the place of the seasons and climate unit in the curriculum was found appropriate by the teachers, the fact that there were teachers who did not receive any training on this subject during their undergraduate education revealed misconceptions in the teaching of the subject, the subject was understandable by the students, the learning level of the students was tried to increase with modeling and experimentation, and the use of educational materials other than the textbook was emphasized. Findings of the study implicate that focusing on in-service training of teachers will be beneficial for teachers to use different teaching methods and techniques in their lessons.