Science Courses Research Articles

Choosing science and mathematics programs in college: practical and psychological arbiters in career-pathing

The objective of this exploratory qualitative research is to investigate the practical and psychological factors influencing students’ decisions to pursue science and mathematics-based courses for their career paths. The study will focus on a sample size of 25 second-year students in Calbayog City who have chosen to continue with their chosen course after completing one year of study. To collect data, the study will use one-on-one interviews, a qualitative research method. This method will allow for a thorough investigation of the participants’ experiences, viewpoints, and motives. Through one-on-one interviews, the researchers are able to acquire a thorough understanding of the factors that influence students’ decision-making processes. The findings of this study will provide important insights into the practical and psychological factors that impact students’ selections in science and mathematics courses. This information can be utilized to improve career advising programs and educational systems, as well as to guide students who are exploring comparable career options.

Reproducibility in the Classroom

Difficulties in reproducing results from scientific studies have lately been referred to as a reproducibility crisis. Scientific practice depends heavily on scientific training. What gets taught in the classroom is often practiced in labs, fields, and data analysis. The importance of reproducibility in the classroom has gained momentum in statistics education in recent years. In this article, we review the existing literature on reproducibility education. We delve into the relationship between computing tools and reproducibility through visiting historical developments in this area. We share examples for teaching reproducibility and reproducible teaching while discussing the pedagogical opportunities created by these examples as well as challenges that the instructors should be aware of. We detail the use of teaching reproducibility and reproducible teaching practices in an introductory data science course. Lastly, we provide recommendations on reproducibility education for instructors, administrators, and other members of the scientific community.

The Effect of Project-Based Stem Education Approach on Academic Achievement and Stem Career Interests in Science

The aim of this study is to determine the effect of the project-based STEM learning method prepared in accordance with the Science and Technology course curriculum on academic achievement and STEM Career Interest levels. Pre-test post-test control group experimental design was used in the study. In this context, the sample of the study consisted of 52 (n=26 experimental and n=27 control) volunteer 6th grade students studying in two different branches at Karatay Secondary School in Karatay district of Konya province in the second semester of 2021-2022 academic year. A placement test was administered in order to determine the branches in which the study would be conducted. According to the results of the exam, volunteer students studying in the closest level branches were included in the study. The students in the experimental group were taught according to the project-based STEM learning method prepared according to the outcomes of the Support and Motion System, Force and Motion, Sound Insulation, Thermal Insulation units for 64 lesson hours. The students in the control group were taught the above-mentioned units by the same instructor according to the existing program for 64 class hours. Both experimental and control group students were administered the skills-based academic achievement and STEM Career Interest Scale prepared by the Ministry of National Education as pre-test and post-test. The data obtained from the pre-test and post-test applications were evaluated in SPSS 26.0 package program. In the statistical analysis, it was found that there was a statistically significant difference between the students in the experimental and control groups in favor of the students in the experimental group (p<0.05). According to the findings obtained from the statistical analysis, it was concluded that the project-based STEM teaching method in science education increased the level of academic achievement and interest in STEM professions. Based on this result, it is predicted that students' academic achievement levels can increase with the more frequent use of project-based STEM learning method in science education by teachers

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment.

Using Textual Analysis to Examine Student Engagement in Online Undergraduate Science Education.

This study investigates the relationship between student engagement and peer review performance in an online data science course. Employing a mixed-methods approach, we analyzed quantitative data on peer review metrics (word count, sentiment, and complexity) and qualitative insights from student comments from 2019 to 2021. Our findings indicate a positive correlation between higher student grades and more detailed, positive peer reviews, as measured by word count, sentiment, and keyword matches. While the overall changes in engagement metrics were not statistically significant, trends suggest increased engagement over time. These findings contribute to a growing body of research on the effectiveness of peer review in online learning environments and highlight its potential to foster student development in data science. Future research should address limitations such as sample size and explore broader applications across diverse online courses..

Making Spectrograms Fun and Functional

Purpose: This tutorial provides multiple examples of how to incorporate the use of spectrograms in an undergraduate speech science course in an exciting, functional way. Incorporating spectrograms into foundational coursework provides an opportunity to create engagement within the classroom, fosters deductive reasoning skills within students, and encourages the synthetization of multiple concepts typically taught within the speech-language pathology curricula. Examples are presented in order of increasing difficulty and can easily be adapted to meet students' needs and interests. Conclusion: The following activities involving spectrograms are intended to assist anyone who is new to teaching speech science concepts or looking to update their current courses in ways that inspire critical thinking and excitement within their students.

Self-Study and Discussion Promote Students’ Science Learning

AbstractMany have investigated the effectiveness of teaching methods across different disciplines. In a previous study, we found the superior effectiveness of a two-part learning sequence consisting of self-study followed by discussion in humanities education. To examine the possibility of similar findings in science education, we compared that sequence with a traditional lecture–based teaching. Results indicate that self-study combined with discussion yields higher test scores, demonstrating its potential as a beneficial teaching strategy in science education. In Experiment 1, undergraduate students from various disciplines studied introductory biology under five different conditions: self-study and discussion, lecture and discussion, lecture and review, self-study and review, and self-study and review with additional learning materials. Results indicated that the self-study and discussion condition yielded higher test scores than both the lecture and discussion condition and the three review groups. There were no significant differences in scores among the three review groups. These results demonstrate that discussion is an effective learning method and that self-study enhances the benefits of discussion. In Experiment 2, which involved science and engineering majors, we successfully replicated the design of Experiment 1 using physics for the two discussion conditions: self-study or lecture. We also performed in-depth analyses of student interactions during the discussions. Among the two discussion groups, the self-study and discussion group exhibited more active and constructive engagement in sharing unknowns, leading to enhanced learning. These findings suggest that integrating self-study with discussion can significantly enhance learning outcomes in science education. This approach not only improves test performance but also fosters deeper student thinking. Thus, educators might consider adopting this method to create more interactive and effective learning environments in science courses.

Individual Career Guidance Approach for Science Subject Selection among Public Secondary School Students of Karagwe District, Tanzania

The study investigated how individual career guidance enhances the selection of science subjects among public secondary school students of Karagwe District. Anchored in Expectancy-Value Theory (EVT), the study employed a convergent design within the mixed methods approach. The study targeted 31 heads schools (HSs), 1225 students, and 31 teacher counselors (TCs) in 31 public secondary schools, and one District Education Officer (DSEO). The sample included 120 students, 10 TCs, 10 HSs, and 1 DSEO obtained through simple random, total population, and stratified random sampling techniques. Quantitative data were collected through questionnaires, while qualitative data were collected through interview guides and focus group discussion guides whose validity were made certain by research experts in the field of education. The reliability of .894 was established for students questionnaires based on the Likert-type items using Cronbach's Alpha technique while peer debriefing and triangulation methods were used for qualitative data. The quantitative data were descriptively analyzed with the aid of SPSS version 22 while qualitative data were subjected to a thematic analysis that involved familiarization, coding, topic generation, theme review, theme definition and name, and writing up. Ethical guidelines for research were conformed, which included obtaining approval for the study, seeking informed consent, maintaining confidentiality and anonymity, properly attributing sources, and acknowledging papers According to the study, students in Karagwe District have chosen science subjects differently as a result of receiving individualized career counseling. Students appreciate the significance of one-on-one career counseling sessions in helping them define their interests and aspirations in science subjects. The study revealed further that students can better align their goals and receive tailored support by receiving personalized advice and guidance on science subjects. The study came to the conclusion that individual career counseling is a useful tool since teacher counselors are crucial in helping students receive guidance that could boost their interest in and aspirations for science courses. According to the report, teacher counselors should receive more training so they may proactively identify students who are struggling or unsure about their future career prospects and offer them specialized counseling and support.

Creating interactive course directories

Many learning management systems (LMS) enable displaying a public course roster. However, such rosters are limited in several ways. First, they typically contain only basic institutional details about people (e.g., their name and email) and often include generic identification photos, which limits the inclusion of course-specific details and stifles student self-expression. Second, they are often static, with limited ability for users to interact via searching and filtering. This teaching tip describes a method for creating an interactive Course Directory and embedding it within an LMS. Beginning in Fall 2019, variations of this technique have been employed by the authors in an introductory undergraduate course, two upper-level undergraduate courses, and a graduate-level course in Animal and Dairy Sciences. The basic mechanism for creating the Course Directory includes 1) a survey and its responses, 2) a data platform, and 3) an embedded element in an LMS webpage. This method is adaptable to a wide range of survey systems, data platforms, and LMS systems. The present teaching tip describes an example in which we connected a Google Form to Google Looker Studio to embed an inline frame within a Canvas webpage.

Increasing Generative Artificial Intelligence Competency among Students Enrolled in Doctoral Nursing Research Coursework.

Generative artificial intelligence (AI) tools may soon be integrated into health care practice and research. Nurses in leadership roles, many of whom are doctorally prepared, will need to determine whether and how to integrate them in a safe and useful way. This study aimed to develop and evaluate a brief intervention to increase PhD nursing students' knowledge of appropriate applications for using generative AI tools in health care. We created didactic lectures and laboratory-based activities to introduce generative AI to students enrolled in a nursing PhD data science and visualization course. Students were provided with a subscription to Chat Generative Pretrained Transformer (ChatGPT) 4.0, a general-purpose generative AI tool, for use in and outside the class. During the didactic portion, we described generative AI and its current and potential future applications in health care, including examples of appropriate and inappropriate applications. In the laboratory sessions, students were given three tasks representing different use cases of generative AI in health care practice and research (clinical decision support, patient decision support, and scientific communication) and asked to engage with ChatGPT on each. Students (n = 10) independently wrote a brief reflection for each task evaluating safety (accuracy, hallucinations) and usability (ease of use, usefulness, and intention to use in the future). Reflections were analyzed using directed content analysis. Students were able to identify the strengths and limitations of ChatGPT in completing all three tasks and developed opinions on whether they would feel comfortable using ChatGPT for similar tasks in the future. All of them reported increasing their self-rated competency in generative AI by one to two points on a five-point rating scale. This brief educational intervention supported doctoral nursing students in understanding the appropriate uses of ChatGPT, which may support their ability to appraise and use these tools in their future work.

Understanding the role of a general education course Oral Science in establishing oral health knowledge and behaviors among undergraduate students from different majors: a questionnaire-based study.

The general education course, Oral Science, has been offered by Guanghua School of Stomatology, Sun Yat-sen University for many years in order to improve students' knowledge of oral health. Information about the oral health knowledge, status, and behaviors among undergraduates who had taken Oral Science was collected to evaluate the impact of this course, and to provide a basis for further improvement of the course teaching quality. Undergraduates taking Oral Science as an elective course were selected as the research subjects. The research time is the second semester of the 2022 academic year, from February 2023 to June 2023. Undergraduates who had not taken the course served as the control group. To investigate the oral health knowledge, status, and behaviors among undergraduate students who have taken the general education course of Oral Science, course students and non-course students were asked to fill out the same questionnaire at both the beginning and end of semester. The answer scores and accuracy of these two groups were compared and analyzed. Before and after the first lesson, and at the end of the semester, course students were asked to fill out the same oral knowledge questionnaire. Another questionnaire was released in week 10 to collect the data of the course students' oral health status and behaviors. The control group completed the same oral knowledge questionnaire at the beginning and end of the semester, respectively. SPSS 20.0 statistical software was used to analyze the data. Statistical significance level was set at 0.05 for all tests. At the beginning of the semester, there was no significant difference in the accuracy of the 16 questions nor the scores between two groups (P > 0.05). After one semester of learning, the accuracy of the 16 questions answered by the course students at the end of the semester was significantly higher (P < 0.05), as well as the score of the course students. The general education course of Oral Science can significantly improve undergraduates' general knowledge of dentistry and effectively improve their oral hygiene behavior.

Insertion of agronomy and animal science course students in bovine slaughterhouses, in mato grosso do sul, directs learning: a rural extension perspective

Rural extension is a tool that has become essential for the efficient and rapid implementation of good agricultural and livestock practices, seeking the development of rural properties. Carrying out an internship provides the student with professional and personal growth, as having the opportunity to follow the routine of their future profession allows them to improve their learning. In this context, the article explored the insertion of students from Agronomy and Zootechnics courses in beef production, on properties and in beef slaughterhouses. Describing the targeted experience and learning of students, it can contribute to carcass yield and meat quality, highlighting the importance of the partnership between the University, producers and agribusinesses. During the months of November 2022 to January 2023, students from the Agronomy and Zootechnics courses followed the activities of a company in the state of Mato Grosso do Sul, which carries out technical monitoring of slaughter, and provides consultancy to improve the quality of beef. Given the aspects reported, we can say that carrying out this internship contributed to providing new experiences for these students, especially in rural areas and meat quality. Making it possible to improve and consolidate knowledge about cattle farming, animal nutrition, health management, slaughter and meat quality. By carrying out activities during the internship, it served to influence professional training. The activities proved to be extremely relevant in the construction of theoretical-practical knowledge among those involved, industry, company, students and producers and the suggestions given to producers provided differentiated training as it covered different areas of the beef cattle production chain.

Social Intelligence of Fifth-Grade Primary School Pupils

The aim of the research is to build a social intelligence scale for fifth-grade primary school pupils in science course. The research followed the descriptive-analytical approach and the scale was built according to established construction steps. Various types of validity, including face validity, construct validity, and discriminant validity, were confirmed, and the scale's reliability was verified. It was applied to a sample of 500 fifth-grade primary school pupils, and appropriate statistical methods were used. The results indicated a moderate level of social intelligence among the study sample, with differences between pupils in social intelligence attributed to gender, favoring females. Several recommendations were made to improve the social intelligence level among the research sample.

이중결과 원리의 도덕과 수업

Purpose: This paper aims to apply the principle of double effect (PDE) to morality and teaching by rethinking the principle as a moral reconceptualization that enables students' moral growth and moral practice by reconciling consequentialist and deontological ethics in the tradition of universal ethics. Methods: First, the principle of double bottom line was analyzed to recognize the need for it to be addressed in school lessons and to summarize its educational value. Next, we used a jigsaw model to implement the principle of double bottom line. Step-by-step instructions, teaching and learning guides, examples of assessment criteria, and examples of materials were presented to help teachers envision how the principle of double bottom line could be applied in their classrooms. Finally, the significance and deficiencies of the lessons were presented to show how the educational value of the theory is being realized in the lessons, reflective evaluation of the measures, and the need and direction of further research. Results: This paper presents the principle of double effect (PDE) as a reflection of the consequentialist aspect of ethics, which defines the purpose of morality as serving the human good, while at the same time respecting the consideration of deontological constraints expressed in the moral law, and reconstructs it as a concept for educational application, noting the educational value that characterizes it as an integrated universal ethics. Conclusion: A moral science course based on the principle of double consequences will contribute to the moral growth of students on a foundation of universal ethics.

Immersive Sciences: Engaging Young Minds in Natural Sciences through Virtual and Augmented Reality

This study investigated the impact of virtual environments (VEs), such as Virtual Reality (VR) and Augmented Reality (AR), on learning processes within Natural Sciences course of second-grade primary education. To address this objective, an experimental study was designed using a sample of 24 students aged 7 to 8 years from Spain. The subjects used VR and AR to teach about the human body. Knowledge gains were evaluated with pre-tests, post-tests, and delayed tests. Results showed significant improvements in student understanding of the human body. All students improved their results after the experience using VEs, and 14 students achieved post-test scores 80% higher than their pre-test results. The gains obtained through the experience were sustained over time, even after 52 days. While VEs were generally well-received and sparked interest among students in continuing their use, some expressed a preference for traditional learning methods. This research highlights the potential of using VR and AR to overcome challenges in learning abstract or inscrutable concepts in Natural Sciences, such as understanding the internal elements of the human body. By offering immersive experiences, these tools provide a more realistic and tangible view of the subject matter. However, they should be used to complement, not replace, other methodologies, ensuring they align with the student' interests and needs.

Implementing Equitable Practice-Based Teacher Education to Advance Rural STEM Teacher Candidates’ Pedagogical and Content Knowledge

This longitudinal three-year study explored implementation of practice-based teacher preparation incorporating high-leverage teaching practices to advance PCK. Participants included teacher candidates (n = 45) who completed elementary science and mathematics methods courses at a rural Midwestern university. Students engaged in teaching rehearsals to explore STEM concepts and equitable teaching practices. Data from surveys and student reflections revealed an increase in teacher candidates' perceptions of their knowledge and competence of teaching science and math content equitably.

Implementing Equitable Practice-Based Teacher Education to Advance Rural STEM Teacher Candidates’ Pedagogical and Content Knowledge

This longitudinal three-year study explored implementation of practice-based teacher preparation incorporating high-leverage teaching practices to advance PCK. Participants included teacher candidates (n = 45) who completed elementary science and mathematics methods courses at a rural Midwestern university. Students engaged in teaching rehearsals to explore STEM concepts and equitable teaching practices. Data from surveys and student reflections revealed an increase in teacher candidates' perceptions of their knowledge and competence of teaching science and math content equitably.

Assessing gaps in predoctoral dental curriculum for LGBTQ+ specific content.

Despite growing recognition of health disparities faced by the Lesbian, Gay, Bisexual, Transgender, Queer (or Questioning) (LGBTQ+) population, significant gaps remain for inclusion of LGBTQ+ content in health professions education, particularly dental curricula. This study aims to address these gaps by investigating the integration of LGBTQ+ content in a midwestern dental school curriculum. Curriculum mapping and focus group discussions were utilized to identify gaps and recommend integrating LGBTQ+ content into a predoctoral dental curriculum. The Doctor of Dental Surgery program was mapped to identify LGBTQ+ specific content relevant to cultural competency. A focus group of ninefaculty members provided insights and recommendations, with data transcribed and analyzed for themes. Out of 121 courses, 28 included or had potential for LGBTQ+ content, with 16 already inclusive and 12 involving direct patient interaction. Integration varied, highest in the first year (28.6%) and lowest in the fourth year (5%). Focus group themes included the need for broader awareness and education about LGBTQ+ health, integrating topics into basic and behavioral science courses, and addressing practical clinical skills (e.g., using pronouns). Barriers included personal discomfort, lack of formal training, and potential conflicts with personal or religious beliefs. This study highlighted the need for increased faculty awareness and enhanced inclusion of LGBTQ+ content throughout the predoctoral dental curriculum to prepare future practitioners for culturally competent care.

Prize‐Based Learning in an Introductory Computer Course—A Case Study

ABSTRACTIntroduction to Computer Science is traditionally the first course that all computer science and software engineering majors take. The course introduces many problem‐solving techniques which can be challenging for many freshman students. In order to mitigate some of the issues of this course, we, at the Higher Education Institute, introduced a new prerequisite course, Introduction to Programming Logic, which is a required course for all students who have not taken any previous computer science course. In the Summer Session of 2022, we included prize‐based learning in one of the sections of the course. Prize‐based learning is similar to both problem‐based learning and project‐based learning in many aspects, including the principle of student‐centred learning. However, it differs with respect to the motivation for student success. This approach utilises the students' ambition to win, to encourage students to work harder and learn more both inside as well as outside the classroom.

The Importance of Humanities in a Career-Focused Educational Environment

This article addresses the role of the humanities in the context of professional degree programs that focus on technology, and shows how the humanities has enhanced career-oriented degree programs. As part of a larger college-wide initiative to develop interdisciplinary curricula, the National Endowment for the Humanities (NEH) awarded a grant to ***** College to both explore the relationship between the humanities and career-focused degree programs in STEM departments. This article describes the design and implementation of coursework that bridges the curricular gaps between humanities disciplines and technical or career-focused disciplines by bringing the humanities to bear on science and technology-oriented courses. If humanities appear as a body of knowledge, then they appear distinct from other disciplines. If humanities are viewed as conceptual frameworks that develop different modes of thinking, then the importance of the humanities to workforce development becomes clear.