School Science Research Articles

Encouraging STEM Careers among Minoritized High School Students: The Interplay between Socio-Environmental Factors and Other Social Cognitive Career Constructs

Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for engineering program on math self-efficacy and interest in STEM among high school students in a large urban district. To study the program’s effects, a mixed methods research design was used where schools were assigned to either treatment or control conditions. Students in treatment schools accessed algebra for engineering modules, STEM professional role model videos, and field trips, while students in control schools accessed role model videos and field trips only. Surveys measuring math self-efficacy and STEM interest, outcome expectations, and choice goals were completed by participants in both conditions at the beginning and end of two separate program years, 2021–2022 and 2022–2023. Across both years, quantitative results suggest some positive effects of participation, particularly for STEM choice goals, but benefits depend upon student participation levels. Qualitative data offer student voice around prior experiences in math and science and the development of postsecondary plans in STEM. In combination, the results suggest that for students who do not initially identify as STEM career-bound, afterschool programming may not necessarily promote preparation for STEM careers due to an accumulation of weak math and science school experiences and other socio-environmental influences.

Article Integrating STEAM education in the school science teaching at Gorkha district

This article explores the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education into the secondary school science curriculum. It provides an in-depth analysis of the current state of STEAM education, challenges, successes, and future directions. The article draws on literature reviews, theoretical frameworks, and interviews with science teachers to offer a holistic view of the benefits of STEAM education integration at school-level science teaching. This study was carried out by selecting three schools in the Gorkha district and three science teachers who are implementing separate types of STEAM-based project approaches in science teaching. This study found that science teachers attempted to implement the project-based technology-friendly STEAM approach in their classrooms. However, they faced several obstacles to the integration of STEAM into the present school science curriculum due to the limited availability of internet facilities. It suggests that policy level and curriculum designers prepare the STEAM-based curricula for transdisciplinary (STEAM-based) school science teaching.

Improving Argument-Based Explanation Writing in Inclusive High School Science Class for Students with and without Exceptionalities

ABSTRACT There have been many calls for the development of discipline-specific argument writing interventions to integrate science-specific and general literacy standards and goals. Yet, adolescents with and without exceptionalities struggle to meet existing writing demands. This explanatory sequential mixed methods design draws from the strengths of multiple baseline design and integrates rich qualitative data, from a student perspective, to better understand the elements that contribute to effective discipline-specific writing instruction. The study examined the effects of implementing Self-Regulated Strategy Development (SRSD) through a writing-to-learn sensemaking framework adapting the DEFEND strategy to improve students’ written argument-based explanations across inclusive science classrooms and focus learners with exceptionalities. A ninth-grade science teacher delivered science and writing instruction and collected quick writes before, during, and after SRSD implementation. Results indicated that students’ argument-based explanations improved in discipline-specific components (i.e. claim, evidence, reasoning, knowledge) and general components (i.e. organization and writing quality). Students discussed the challenges of using their developing knowledge to write argument-based explanations using the DEFEND strategy, with particular difficulties in expressing reasoning and an appropriate counterclaim. Issues of feasibility and usability are discussed.

Árvores sobreviventes ao bombardeamento atómico de Hiroshima

The objective of this article is to publicize the social action project EC-614 of the University of Costa Rica “Trees of peace surviving the Hiroshima atomic bomb: Phase 1: establishment of seedlings in Costa Rica”, as well as the impact it has had especially in public libraries and as a contribution to the fulfillment of objective 16, “Peace, justice and solid institutions”, of the United Nations 2030 Agenda. Therefore, a contextualization of libraries as peace-promoting entities is carried out and the project, its genesis and significance are described. Likewise, the conclusions and learning that have been obtained so far with the development of this collaborative project between the School of Biology and the School of Library and Information Sciences of the University of Costa Rica are presented.

An Interview with Martin Robillard - 2024 SIGSOFT Awardee

Martin Robillard received the 2024 SIGSOFT Influential Educator Award for his significant contributions to hands-on software design education, including a textbook (Introduction to Software Design with Java) and a learner-focused software modeling tool (JetUML). He is currently a Professor in the School of Computer Science at McGill University, Montréal, Canada, he is a Distinguished Member of the ACM and a Fellow of the Alexander von Humboldt Foundation. He received his Ph.D. in Computer Science from the University of British Columbia. His research interests fall within the area of software engineering, focussing on human-centred software development. He was awarded six ACM SIGSOFT Distinguished Paper Awards for his work on recommendation systems, software traceability, and software documentation. Recently, he has been working on software documentation generation, test suite quality, and information privacy.

Development of Web-Based Modules to Improve Digital Literacy and Learning Outcomes in Science Learning

This study aims to produce e-modules for science lessons that are valid, practical, and effective to improve junior high school students' digital literacy and learning outcomes. This study used research and development methods with the ADDIE model. The data collection techniques were observation, interviews, validation sheets, student activity sheets using e-modules, learning outcomes tests, digital literacy assessment rubrics, student response questionnaires, and documentation. The data analysis techniques used in this study were validity test techniques, practicality tests and effectiveness tests. The results of the validation data analysis obtained a validation value of 91% with a very valid category, including aspects of content and construct validation. The practicality analysis results obtained a value of 91.20% with an efficient category. The results of the effectiveness analysis were based on the increase in learning outcomes, which resulted in an n-gain of 0.61 with a moderate category. Meanwhile, the results of the effectiveness analysis based on the ability of digital literacy indicators got an n-gain of 0.71 with a high category. The results of the effectiveness analysis were seen from student questionnaires, which scored 83.23% in the excellent category. Thus, the e-module product that has been developed is said to be feasible to be implemented in junior high school science learning to improve digital literacy and learning outcomes of junior high school students.

Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking

AbstractThis study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in their interaction with the curriculum (i.e., their curricular sensemaking), and how the teachers' curricular sensemaking impacted opportunities for students' scientific sensemaking. Findings served to expand our notions of how teachers engage in curricular sensemaking, when this sensemaking occurs, and what teachers make sense of as they experience a new, reform‐oriented curriculum for the first time. In particular, the focal teacher found two types of (un)certainty to be salient at various time points during his curriculum use: (un)certainty around students' scientific sensemaking through particular science practices and (un)certainty about how to navigate the storyline curriculum using students' ideas to drive learning forward. Cutting across these types of (un)certainty, our findings suggest the need to (1) support teachers in problematizing their own understandings about particular science practices and the extent to which their previous instruction aligns with reform‐oriented conceptualizations of those practices, (2) build teachers' capacity to differentiate between various causes of student discomfort and uncertainty so that students' needs and scientific sensemaking goals can be attended to simultaneously, and (3) provide teachers with opportunities to consider how they might use a variety of participation structures to move learning forward while preserving students' rights and responsibilities for the scientific sensemaking.

Analysis of Scientific Knowledge on The Process of Making Tempeh Gembus as Local Wisdom and Its Potential for Empowering Students' Analytical Thinking Skills

The lack of teacher information regarding the scientific knowledge contained in the process of making tempeh gembus has an impact on students' low analytical thinking skills. This study aims to: (1) analyze the scientific knowledge in the process of making tempeh gembus; (2) analyze the potential of scientific knowledge in the process of making tempeh gembus towards empowering students' analytical thinking skills; and (3) analyze the correlation of scientific knowledge in the process of making tempeh gembuswith the basic competencies in science learning materials. This research is a qualitative descriptive study with an ethnographic approach. The primary data sources for this research are from observations and interviews with tempeh gembus producers and junior high school science teachers in the Karangpandan District. The sampling technique used is snowball sampling. Data collection is carried out through observation, interviews, and documentation. The instrument validity test technique uses expert validation (two experts). Data validity test technique uses triangulation of data collection techniques. Data analysis is conducted using Miles and Huberman's interactive model analysis. The results show that the process of making tempeh gembus contains scientific knowledge (aspects of physics, chemistry, and biology). The scientific knowledge in the process of making tempeh gembus has the potential to empower students' analytical thinking skills. The scientific knowledge in the process of making tempeh gembus presented in booklet form is related to the basic competencies in junior high school science learning materials

Challenging gender stereotypes: Young women's views on female role models in secondary school science textbooks

International Women's Day highlights both women's achievements and ongoing efforts toward global gender equality. Gender disparities in science, technology, engineering, and mathematics (STEM) affect a country's innovation and ability to tackle global challenges. Therefore, recent national education policies have looked for ways to promote gender equality, particularly in the STEM subjects. One problem is that teaching materials often lack female representation and recognition of female achievements and contributions to STEM subjects, affecting how female students perceive science. The study examines how female students aged 15 to 18 are impacted by gender disparity in their physics teaching materials and what importance they place on female role models. It encompasses 20 group interviews with female students (n = 80) in Switzerland, which were analyzed using qualitative content analysis. Results show that, aside from Marie Curie, female scientists are largely unknown to female students, contributing to the perception of physics as a male domain. Female role models are crucial for fostering interest, motivation, and self-esteem in STEM subjects. However, internalized gender stereotypes and fears of negative reactions from male peers counter the demand for greater visibility of female scientists. Despite these challenges, most female students advocate for more female role models in STEM to inspire future generations of female students to pursue a STEM career and foster positive social change.

Assessing an integrated team-teaching lecture in medicine and surgery program- Galala University

IntroductionAchieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students’ involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students’ motivation in learning the topic “insulin-glucose regulation” during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt.MethodsThe authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials.ResultsThe students’ scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students’ performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner.ConclusionIntegrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students’ learning experience in the field of medical sciences.

Project-Based Learning Oriented E-Worksheets with QR Code Packaging: Validity and Practicality

The lack of use of innovative student worksheets makes the learning process less effective because it does not facilitate the student learning process properly. This study aims to describe the design, validity and practicality of electronic student worksheets oriented towards Project Based Learning with QR Code packaging on the fourth grade elementary school science content. This study uses the ADDIE model (analysis, design, development, implementation, evaluation). Data collection methods are carried out by observation, interviews, document studies, and questionnaires. Data analysis techniques use quantitative descriptive analysis and qualitative descriptive analysis. The results of this electronic student worksheet development research are: the design of electronic student worksheets oriented towards Project Based Learning with QR Code packaging on the fourth grade elementary school science content, electronic student worksheets are declared valid and feasible based on the validity index of 0.90 and the feasibility analysis of media experts obtained a validity index of 0.88, and is included in the range ≥ 0.8 meaning that the product developed is included in high validity. Based on these results, it can be concluded that the electronic student worksheet oriented towards Project Based Learning with QR Code packaging on the fourth grade elementary school science content is valid and suitable for use in the learning process.

3D QR Code-Based Indonesian Cultural lind Map to Critical Thinking Ability

Learning that still uses the teacher centered method results in students' critical thinking abilities being low. This research aims to develop a 3D learning media for a QR code-based map of Indonesian cultural blindness to improve students' critical thinking skills in class IV elementary school science content that is valid, practical and effective. The type of research is ADDIE model development research. The object of this research is the validity, practicality and effectiveness of the QR code-based 3D learning media for Indonesian cultural blind maps. The subjects of this research are media experts, material experts, practitioners and students. The data collection method uses non-tests with questionnaire instruments and description tests. Data analysis techniques use qualitative and quantitative statistics. The research results obtained validity according to material experts of 4.66 and media experts of 4.54, which is included in the very good category of validity. Based on the practicality test, practitioners obtained a percentage of 96% and student responses were 92% in the very good category. Based on the effectiveness test using Paired Sample T-Test analysis of correlated samples, a significance value was obtained in the Sig column (2-tailed) of 0.000, which means that there is a significant difference in students' critical thinking abilities before and after using the media. It was concluded that the learning media that had been developed were declared valid, practical and effective in improving critical thinking skills, so they were suitable for continuous use in learning activities.

Emerging technologies and higher education libraries: a bibliometric analysis of the global literature

PurposeThis paper explores emerging technologies in higher education libraries indexed in the Web of Science core collection and Scopus for the periods between 1994 and 2024 (January 18, 2024).Design/methodology/approachData from Web of Science (WoS) and Scopus databases were collected and combined using RStudio software. Once this was completed using RStudio, the combined Scopus and Web of Science Excel file was uploaded into Biblioshiny, an interactive web interface. The data was then categorized to illustrate contributions from authors, journals, countries and academic institutions across the globe.FindingsResults and findings related to publication growth trends, annual growth, core journals, impact and productivity of authors, most cited documents, collaborations, network mapping and country contributions on emerging technologies and higher education libraries are presented.Research limitations/implicationsThis topic requires further exploration as academic librarians are fast becoming integrated into the teaching and learning agenda of institutions globally.Practical implicationsHigher education libraries and library schools to promote the teaching identity of academic librarians by helping them improve their pedagogical and digital skills for online teaching.Social implicationsLibrary and information science schools need to fast track the integration of emerging technologies into the curriculum. Higher education libraries should consider the training of staff in order to keep abreast of emerging technologies. Library management must frame their policies and strategies in order to promote the use of emerging technologies in higher education libraries.Originality/valueThe current study is novel in that it explores emerging technologies and higher education libraries using combined data from Scopus and Web of Science. The topic of emerging technologies and higher education libraries is still developing and therefore is in its infancy. The research is useful for researchers, library management and library schools in the higher education sector globally.

Analysis of Student's Problems in Learning SocialStudies in Tertiary Institutions

This study aims to analyze the problems of students in learning Social Sciences in junior secondary schools. This type of research is qualitative research. The results of this study indicate that students' problems in studying in junior secondary schools include: (1) In the learning process, students do not enter school without permission, often go out at certain class hours and do not re-enter after asking permission to leave, (2) Students have difficulty learning because of physical disabilities, namely impaired hearing, and nearsightedness, (3) Reasons students do not do assignments (homework) because they forget, late at night go home, do not understand about the assignment material given by the teacher, (4) Students being late for school because of not preparing homework, (5) Students violating school rules such as smoking, playing games during the teaching and learning process, not using school attributes, and (6) Students are not confident because of innate since childhood.

Development Of PJBL-Oriented Interactive Learning Media to Develop the Profile of Pancasila Students' Creative Dimensions of Junior High School Science Subjects

Development Of PJBL-Oriented Interactive Learning Media to Develop the Profile of Pancasila Students' Creative Dimensions of Junior High School Science Subjects

Supporting and Inhibiting Factors In The Application of The Jigsaw Method In Class V Science Subjects In Elementary School

This research describes the supporting and inhibiting factors in implementing the Jigsaw method in science learning for class V elementary schools. The type of research used is a case study with a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. Miles and Huberman model data analysis techniques which include data reduction, data presentation, and data verification. The results of the research show that the supporting factors are the fulfillment of school facilities and infrastructure, as well as the active role of the school, both by teachers and school principals through programs that are able to increase teacher competence in relation to learning at school and the inhibiting factor is that the jigsaw method requires a long time. old and smart students tend not to want to be put together. The application of the jigsaw method in grade V elementary school science learning begins with the preparation of learning tools such as lesson plans. The teacher carries out the implementation process in learning, including initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for student.

Teachers' Perceptions Regarding the Development of Ecotourism-based Science Teaching Materials

Scientific literacy skills can help students solve the everyday-life problems faced in the twenty-first century. This research aims to explore teachers’ perceptions regarding the development of ecotourism-based science teaching materials. The research sample was 21 State Junior School science teachers from across five districts/cities on the island of Lombok. The research instrument is a questionnaire consisting of 10 questions with 4 answer choices (Likert scale), which was adopted from previous research. The collected data were analyzed by finding the percentage of each respondent’s answer. The results showed that 86% of respondents thought that it was necessary to integrate the concept of ecotourism into learning and 83% stated that it was necessary to develop ecotourism-based science teaching materials. Complete results related to the need to improve students’ scientific literacy skills are presented in the article. Keywords: teaching materials, ecotourism, scientific literacy

Coral Diseases: Incorporating Scientific Research and Authentic Learning into the High School Science Classroom

Coral Diseases: Incorporating Scientific Research and Authentic Learning into the High School Science Classroom

Android-based Interactive Learning Media for Junior High School Science: Improving the Achievement of Independent Curriculum

This research aims to determine: (1) the quality of Android-based interactive learning media and (2) the response of teachers and students to Android-based interactive learning media in the form of an independent curriculum. A research and development (R&D) study was conducted by adapting the 4-D development model (define, design, develop, and disseminate). A sample of teachers and students from a junior high school in Bireuen Regency was selected using a stratified-cluster random sampling technique (i.e., selecting research locations based on an even distribution of teacher and student populations). The initial stage of product assessment was carried out by media experts, material experts, and four chemical experts, and responses from 33 students. The results show that: (1) Based on the validity test performed by media experts and material experts, the overall average percentage in the “Valid” category was 83% and 84.5%, respectively. (2) Based on the responses from teachers, the overall average percentage in the “Very Good” category was 95.8%. The results of this research indicate that Android-based interactive learning media in the form of an independent curriculum is valid and very suitable for use in junior high school science learning. Keywords: 4-D, Bilingual Mobile Learning Android Application, independent curriculum

Reconstruct Local Potential as Learning Resources to Support Science Learning

This research aims to reconstruct the scientific knowledge that exists in the local natural tourism potential of Ledok Sambi and Code River. It is hoped that this research will be able to add references for teachers and developers of junior high school science learning, to utilize the local potential that exists in the environment around the school as a context for science learning. This research is exploratory research which is used to examine an interesting object. This study explores the local potential close to the school area as a learning resource. The local potential that is the object of study is in Yogyakarta Province, namely, Ledok Sambi and Code River tourism. Data collection was carried out using direct observation and interview techniques. Interviews were conducted with managers, visitors, and the community around tourist attractions. The results of the observations show that the material that might be used as a learning resource from Ledok Sambi and Sungai Code is related to ecosystems and pollution. The implication of this research is to develop science teaching materials. Apart from that researchers can also conduct direct research regarding the pollution level of the Code River and the benefits of Ledok Sambi natural tourism in education. Keywords: assessment, conceptual framework, design thinking, teacher education