School Science Research Articles

메이커 교육을 적용한 과학 영재 교육프로그램 개발 및 적용

Objectives The purpose of this study was to explore the possibility of applying maker education as a regular curriculum activity. Methods For this purpose, 26 students in the third grade of G Science Gifted School in Gyeonggi-do, Korea, were applied to regular curriculum classes, and conversation recordings and activity reports were collected. The students' conversations were transcribed and analyzed to identify the step-by-step characteristics of maker activities, and the characteristics of maker competencies expressed by the students were analyzed based on the maker competency model. Results Through this, it was confirmed that the expression of competencies such as intuitive thinking was remarkable in the science gifted high school students who were studied, and the expression of enjoyment competencies for maker activities was insufficient. In addition, through activity interviews, it was confirmed that there was a positive effect in terms of improving students' tool dependence and collaboration, sharing, and communication, but it was confirmed that there was a need for supplementation, such as excessive time required for maker activities and poor device accuracy. Conclusions This study analyzed the characteristics of maker competencies expressed by high school science gifted students in maker education activities, and suggested educational implications for applying maker education to regular curriculum.

Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks

In science education, models are used as key teaching tools to teach scientific phenomena and concepts to students. Although South Korea recognizes the value of model use in science education, it is necessary to analyze how model use is reflected in science textbooks and in classrooms. This study examined the development and usage patterns of models in experimental activities in the geological, astronomical, and atmospheric domains in three Korean elementary school science textbooks. A coding framework was developed and analyzed based on previous studies and science curricula in other countries. The study found that, first, the model development and usage patterns in experimental activities in the geological, astronomical, and atmospheric domains in science textbooks were largely similar, although some differences existed across domains. Second, the resources required for model development and development methods; evidence-based model development, evaluation, and modification; and the cyclic features of modeling were similar across the three domains, but the geological domain was characterized by model limitations and the astronomical domain was characterized by the process of investigating a phenomenon. Based on these f indings, the study discussed model development activities in textbooks can be improved.

The Status Of The Integration Of Technology Into Junior High School Science Teaching In Wa Municipality

The Status Of The Integration Of Technology Into Junior High School Science Teaching In Wa Municipality

Science Teacher Competence and Implementation of Authentic Learning Approach in Online Learning Modality and Student Academic Performance in Science

The science curriculum is designed to be learner-centered, constructivist, and inquiry-based, using evidence to build explanations. This study aimed to investigate the competence level of teachers in the implementation of an authentic learning approach. It employed a quantitative descriptive correlational design using an online survey among grade 10 junior high school science teachers and students from seven (7) private schools in Butuan City during the academic year 2021-2022. Results consistently indicated high teaching competence among science teachers in most schools; however, certain indicators such as gamification, Phet simulations, and conducting small-scale research still need to be implemented in some schools. Significant differences in competence and implementation of authentic learning approach were noted based on schools, attributed factors such as the use of learning management system, resource availability, and online training for teachers. Moreover, a significant relationship was found between the competence of teachers and the implementation of an authentic learning approach. The study also found a commendable level of proficiency in the academic performance of students. However, no significant relationship was observed between teacher competence and the implementation of an authentic learning approach to students' academic performance. These findings suggested that students cultivated a sense of independence in their learning process. It emphasized that empowering students to take ownership of their learning journey and leveraging teachers' expertise as facilitators lays the foundation for enhanced academic success in science education.

Effect of Simulated Learning on Students’ Academic Achievement in Science at Elementary Level

This study was conducted to find out the Effect of Simulated Learning on Students’ Academic Achievement in Science at the Elementary Level. Simulated learning as an innovative method has gained considerable attention nowadays. It involves using technology and virtual environments to replicate real-life scenarios or experiences for educational purposes. The major objectives of the study were to analyze teachers' perceptions of simulated learning and to study the challenges teachers face when using simulated learning in their instruction. The researcher used a descriptive survey design. All the male and female elementary science teachers from the Muzaffargrh and Layyah districts were considered part of the study population. The study sample was comprised of 303 elementary school science teachers who were selected randomly. A 45-item questionnaire was used. The researcher used descriptive and inferential statistical techniques to analyze the collected data using SPSS. The results revealed that teachers generally expressed positive views on the use of simulated learning for the teaching of science. It was recommended that simulated learning activities be aligned with the science curriculum. Guidelines and frameworks should be formulated to facilitate the seamless integration of simulated learning into existing educational frameworks. Teachers should be supported in adapting their teaching methods to fit simulated learning environments.

Effect of Cooperative Learning on Grade VII Learners’ Creative Thinking Skills (CTSS) in Elementary School Science

In every aspect of daily life, uniforms are fundamental. When we meet someone, we tend to judge them based on their uniform, such as a nurse's outfit, a labourers’ uniform, or a military uniform. "School uniform influences students’ social adjustment at secondary school level in district Bannu, KPK, Pakistan", is the main focus of this study. Due to its descriptive nature, a survey approach was used. The population of the study is 8073 male students enrolled in district Bannu's Government Secondary Schools. The applied sampling technique was a stratified random sampling technique. Five hundred respondents were selected as a sample, and the data was calculated using the John Curry (1984) formula. The "Five Point Likert Scale” was employed in a self-created survey instrument. The researcher made 41 statements and requested a panel of ten educational experts for validation. The researcher gave the questionnaire to fifty students. Utilized SPSS’s Cranach alpha to assess the questionnaire's reliability. Overall, Cranach's alpha was .83. Out of all 30 items that remained for the data collection, 11 were irrelevant because their "corrected item-total correlation" standards were less than .25. To find out "school uniform" and "social adjustment", frequency and percentage were employed. The effect was ascertained by Simple Linear Regression which shows that school uniforms significantly influence students’ social adjustment in the community at secondary school level in district Bannu.

Teaching Science through Projects Based Learning

Currently, active teaching methods are a popular trend in education to help students develop their abilities and qualities. Project-based teaching has many advantages which are suitable for the characteristics of students in Vietnam. The article focuses on analyzing the characteristics and importance of project based teaching for primary school students, and proposes the process of teaching Science in elementary school through learning projects.

Analysis of The Application of Giving Rewards to Improving Social Science Learning Outcomes For Elementary School Students

Education remains linked to human life, using experiences that provide understanding and insight to develop. Giving rewards is one of the educational tools used to improve student learning outcomes in class. The goal of the reward system is to make students more attentive and focused during lessons. Good intentions towards IPAS can encourage students to study in order to obtain good learning results. It is hoped that giving rewards can be used as a strategy to improve student learning outcomes in science courses. This research uses literature study or field work as an investigative method. The data used in this research comes from the results of analysis of several articles, journals, books and articles related to research variables. In addition, this research uses a descriptive-analytic approach to examine the relationship between the learning outcomes of science and science students in basic education and the award system through a review of previous research publications. According to this research, a consistent reward system can improve student learning outcomes in science and technology subjects in elementary schools.

Online Instruction in Science Pursued in a Selected National High Schools in Sablayan North Schools Division of Occidental Mindoro: Basis for a Proposed Model

The challenge of evolving meaningful classroom instruction in the tertiary level is faced with lots of constraints. A few of these are the inadequacy of textbooks and instructional materials and ineptness in the part of the teachers on the teaching methodologies/ approaches to use that impact knowledge and skills to the students; and importantly, appropriating technology and instituting initiatives to impact quality education. The concerns, so far, have not been fully addressed, hence, the researcher in his desire to enhance technology instruction has designed and developed a Proposed Online Interactive Work Plan Model, a syllabus-based and experienced and empirical-based Model instruction. It is in this context that this study is conducted since he believes, his proposed instructional tool will serve as a useful material for both teachers of science-technology and students of information communication technology subjects using online interactive approach. This study is descriptive in nature where 6 schools administrators and expert in the persons of school principals and science supervisor, and science coordinators; and 14 teachers of science; and 172 students, representing the three (3) material high school of Sablayan North of the Schools Division of Occidental Mindoro as respondents of the study.

THE DESIGN OF AN INSTRUMENT TO ASSESS COGNITIVE LEVELS OF INFORMAL INFERENTIAL REASONING IN HIGH SCHOOL PHYSICS

Informal logical reasoning (English Informal Inferential Reasoning, IIR) is a cognitive process, the main characteristic of which is to take into account the student's environment, informal and formal reasoning, and the latter, as a rule, is promoted in high school science courses such as physics, and in courses that are developed and consolidated during adolescence. The study aims to consider the construction of methods for measuring IIR with elements based on the educational goals of the Marzano and Kendall taxonomy, which are detailed in terms of the performance that must be achieved in each cognitive process. Similarly, the key concepts of physics are considered from the topics of Uniform Rectilinear Motion (URM) and Uniformly Accelerated Rectilinear Motion (UARM). The method was evaluated by 12 experts for understanding and relevance, and a pilot test was conducted with a sample of 212 high school students aged 15 to 18 years. The results showed the reliability and reliability of the method (V Aiken = .73) to evaluate the cognitive processes necessary for the study of physics. This experiment is a useful method for teachers who want to adapt the thematic content of the curriculum to gradually encourage cognitive processes, ranging from recall to analysis and use of knowledge.

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.