Science Education Policy Research Articles

Development of Scientific-Based Learning Devices Implemented in the Inquiry-Flipped Classroom Learning Model to Improve Science Literacy in Acid-Base Material

The trend in science education policy in the 21st century emphasizes the importance of scientific literacy in science education as a transferable outcome. This research is a type of Research and Development (R&D) development research. Development research in the field of education aims to produce products for the benefit of education. This research produces a new product in the form of e-LKPD with a scientific approach to acid-base material. The purpose of this research and development is to find out how the procedure for developing teaching materials based on a scientific approach is implemented in the inquiry-flipped classroom learning model to improve Science Literacy skills and to find out the practicality of teaching materials based on a scientific approach implemented in the inquiry-flipped classroom learning model. Based on the results of the validation carried out on material and media experts in two rounds, the results of the first material validation were 89.30%, the second material validation was 98.70%. Design validation was conducted in two rounds where the first round obtained results of 87.50% and the second round of design validation 97.50%. Based on the results obtained from chemistry teachers, the first practitioner validation obtained 87% and the second practitioner validation obtained 91%, student responses to teaching materials with a percentage of 85.50%. Based on the criteria for the interpretation of the percentage of practicality, the group evaluation (student responses) was obtained with practical criteria or feasible for revision

Impact of Educational Predictors on Music Subject Selection at A-Level in Ugandan Schools: Science Education Policy and Instructional Resources

This paper investigates the key Educational Predictors particularly the impact of science education policy and the availability of instructional resources on A-level music subject selection in Ugandan secondary schools. Despite the potential of A-level music education to foster entrepreneurial skills and income-generating opportunities through avenues such as performance, teaching, and production, the Ugandan secondary education system’s emphasis on science subjects undermines the visibility and support for music subject. This prioritization not only reduces the appeal of music as a viable academic option but also limits students' access to diverse career pathways in the arts and entertainment industries. This study used a mixed-methods (quantitative and qualitative) approach, collecting quantitative data through a 5-point Likert scale survey and qualitative insights from interviews with students, teachers, administrators, and parents. Descriptive statistics provided an overview of respondents' perspectives, while correlation and logistic regression analyses assessed the influence of key variables. The findings revealed a significant negative relationship between the emphasis on science education policy and music subject selection, as shown by logistic regression (B = -0.651, p < 0.001). Conversely, access to instructional resources positively correlated with music selection (B = 0.527, p < 0.001). These results show the role of science education policy in discouraging music enrollment and shows the positive impact of resource availability on students’ choices. While this study focuses on schools in Uganda’s Central Region, broader research could further validate these findings. The study recommends policy adjustments to balance STEM focus with arts education, enhancing resource allocation to support diverse subject selection, including music, at the secondary level.

Constructing a “Scientific Manpower Crisis”: Science Education and the Ford Foundation in Cold War Turkey

ABSTRACT In the early 1960s, the Ford Foundation funded numerous projects in Turkey, primarily concerning science education and science policy. Related to the post-Sputnik debates on “scientific manpower needs,” and modernisation theory’s emphasis on “industrialising elites” in the developing world, these projects were the products of an intellectual bandwagon comprising scientists and experts commonly working with transnational organisations like the OECD and UNESCO. Characterising the need in terms influenced by this trend, the Ford Foundation’s representative in Turkey proposed establishing a special high school for students gifted in the sciences. Analysing the process of the establishment of this school, this article explores how Turkish scientists connected to the same networks participated in the Foundation’s initiatives to advance their status, and examines the broad political and economic factors that the Foundation’s “non-ideological” interest in education for scientific manpower overlooked, leading to the mixed results of the project.

Science for All? School Science Education Policy and STEM Skills Shortages

ABSTRACT Whether enough highly qualified STEM workers are being educated and trained in the UK is an important question. The answer has implications not only for educators, employers and policymakers but also for individuals who are currently engaged in, or are considering entering, education or training in this area. Set against a policy backdrop that prioritises students studying more science for longer, this paper considers long-term patterns of participation in STEM education – from school science through to graduate entry into the highly skilled STEM labour market. Using a unique dataset that extends across seven decades and comprises many hundreds of thousands of students, the paper finds that patterns of participation in most STEM subjects have varied little over the period considered; suggesting that efforts to increase the numbers of students studying science in school has had limited impact on the throughput of students who study STEM, including the pure sciences, at university level and, subsequently, on the number of graduates who would be available to undertake highly skilled work in areas for which degree-level skills are a pre-requisite.

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

The impact of artificial intelligence on scientific practices: an emergent area of research for science education

ABSTRACT Artificial intelligence (AI) is now a major driver of societal acceleration making a significant impact on science and science education. AI is used by scientists to generate hypotheses, design experiments, collect and interpret data in ways that were not previously possible with traditional methods alone. Science education research is increasingly paying attention to the role of AI in teaching and learning. However, a significant gap in the emerging science education literature on AI concerns the impact of AI on scientific practices themselves, and implications such impact for science education. The article uses the NRC (2012. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press.) framework of ‘scientific practices’ to trace example uses of AI in scientific practices and raises questions for science education. The questions relate to the relevance of AI-informed scientific practices for science curriculum, teaching and teacher education at the secondary level. The ultimate purpose of the article is to highlight that the sooner the role of AI on scientific practices are researched and applied in science education policy and practice, the less likely that education will become outdated in helping students thrive in the fast changing landscape of scientific research.

Development and validation of an instrument for assessing scientific literacy from junior to senior high school

Assessing students' scientific literacy is necessary for science education policy, accountability and curriculum design and implementation, and there is a need for a valid, reliable and easy to use measurement instrument by local education authorities. Based on the definition and assessment framework of scientific literacy of PISA, a scientific literacy assessment instrument for junior high school and senior high school students was developed. The Rasch model was used to establish evidence for the validity and reliability of measures of the instrument. The results showed that the instrument measures met the validity and reliability expectations. Student scientific achievement levels were defined into four levels of Excellent, Advanced, Proficient and Basic using the Bookmarking method. The instrument can be used to assess student scientific literacy change from junior high school through high school to inform science education policy, accountability as well as curriculum design and implementation at local education levels.

Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship

AbstractThis study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner‐focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner‐focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner‐focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.

Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning

AbstractThe purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good‐fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested relationships showed changes depending on the moral dilemma scenario context and focus of environmental moral reasoning. Nevertheless, path analyses consistently revealed positively significant relationships between environmental moral reasoning categories and epistemological beliefs in omniscient authority and self‐transcendence and tradition values. Implications for science education policy and practice are discussed.

Power surge: How a multistakeholder coalition promotes equity in computer science education policy

The Computer Science (CS) for All national movement is increasingly relying on state-level change to broaden participation in computing. To foster an environment in which all students have opportunities to thrive in CS education, policy action is necessary to help create the learning conditions for success. CS education in California has grown substantially in the last decade, yet opportunity gaps remain for young women and Black, Latinx, and Native American students. Early grassroots efforts to advance equity in computing evolved into the Computer Science for California coalition of K–16 educators, industry leaders, and other equity advocates to promote the growth of equity-minded teaching and learning opportunities in K–12 CS education. New policies at the state level reflect an increasing commitment among Sacramento policymakers to expand CS education. Yet troubling disparities in CS access and success continue to exist between traditionally advantaged students and their historically underserved peers. By drawing on interviews with 20 individuals involved in CS education policy, this study illuminates the contributing factors to recent policy successes and considerations for achieving further progress. Interviewees described the importance of tapping into the values of influential decision makers, educating policymakers about the benefits of CS education, and identifying the problems and solutions that require policy attention. To build the capacity of key policy actors in making informed decisions, this research demonstrates the continued value of providing useful information, developing relationships with policymakers, and creating resources that are easy to consume and understand. The interviews also suggest that attention to funding, disruptions from the COVID-19 pandemic, equity, and ongoing stakeholder support will shape prospects for CS education policy success moving forward.

Racially diverse educational pathways and STEM college outcomes: A quantitative analysis of students in North Carolina

AbstractThis article investigates whether attending a sequence of racially diverse schools predicts science, technology, engineering, and mathematics (STEM) college outcomes. Such a relationship is important because of the increasingly diverse population of school‐aged children who are likely to attend racially segregated K‐12 schools and colleges, the benefits for individuals and society of STEM college graduates, and the projected shortage of people trained for future STEM workforce demands. We use a unique panel data set (N = 14,980) of the University of North Carolina graduates. Our main analytical approach is multilevel modeling to examine the relationship between attending a sequence of racially diverse educational institutions and the odds of declaring and/or graduating with a STEM major. We find that students who attended a diverse sequence of schools are more likely to declare and graduate with STEM majors than those who did not. Framing our results with theories of cumulative advantage and intergroup contact theories, we offer science education policy reform recommendations.

The politics of university rankings in China

Over the past decade, universities in the People’s Republic of China have notably progressed in international rankings. Most of the existing literature interested in this development describes the adoption of university rankings in China as a recent import of a global institution, and as being driven by a governmental agenda that seeks to bolster the country’s competitiveness and overall status on the world stage, including in the academic realm. The wider domestic environment that determines Chinese universities’ participation in the global ranking competition is usually left out of the picture. As this article demonstrates, university rankings and other performance indicators have been an organic part of Chinese science and higher education policy and a prominent element in state-directed national reform and development planning processes since at least the 1980s. In addition to the crucial role of the state and a lack of university autonomy, what further distinguishes the case of China from other countries in the rankings is a strong and accepted tradition of utilizing quantification, competition, and rating as political tools. Another reason, we argue, why Chinese universities were able to insert themselves into the ranking race relatively seamlessly and with some quick successes. Yet, after decades of following so-called “Western” standards and indicators for academic performance and reputation evaluation, domestic policy is changing again and taking a seemingly nationalist turn which may bring about some changes in the practice and significance of university rankings in China—and potentially beyond, as we discuss in conclusion.

Scientific Intelligence: Recognising It to Nurture It.

Successful scientists need to think carefully about the particular aspect of the world around them they are investigating. They build on what is known in their area of science to identify how they might examine the issue or problem they are concerned with to offer further insights. Through investigating natural phenomena, they can solve problems and communicate new ways of looking at the world. Their work serves to address global and societal challenges and often offers improved ways of living. The ways that scientists' work can have implications for educational processes designed to prepare would-be scientists or scientifically aware citizens of the future. Eliciting reflections from experienced scientists recounting how they came to develop their scientific intellect, expertise and problem-solving know-how is useful to inform science education. This article reports on an aspect of a larger project involving 24 scientists specialising in biological or physical science research from Higher Education Institutions, located in either Manchester, Oxford or London. The study adopts a retrospective phenomenographical methodology and applies two fresh theoretical perspectives to eight in-depth interviews with professional scientists working in university departments involved in ground-breaking research. Conversations with the scientists were framed to explore the nature and extent of formal and informal learning influences affecting the development of their inventiveness and expertise in becoming scientists. The reified perspectives collated here show how a range of experiences have afforded expert scientists the opportunity to apply their intellectual capabilities. These kinds of demonstrable abilities have enabled them to scientifically contribute to being able to solve real-world problems. Additionally, a cross-case analysis of scientists' reported learning experiences could inform science education policy and practice.

Implementasi Peraturan Menteri Agama Nomor 31 Tahun 2020 Tentang Pendidikan Pesantren (Studi Kebijakan Pembelajaran Ilmu Nahwu Shorof Di Pondok Pesantren Subulus Salam Trenggalek)

Pesantren education is very core and mandatory in relation to religious knowledge. For this reason, the Minister of Religion Regulation Number 31 of 2020 concerning Islamic Boarding Schools was issued which specifically regulates the course of education in an Islamic boarding school. Islamic boarding schools themselves use the yellow book curriculum and the Koran as their main educational foundation, but currently there are also Islamic boarding schools that have implemented general education in their pesantren. At the Subulus Salam Trenggalek Islamic Boarding School, it is mandatory to learn comprehensive nahwu shorof science from the lower middle class to the upper class. The Subulus Salam Trenggalek Islamic Boarding School itself has also implemented formal education to support student learning, such as PAUD, Raudlatul Athfal, Marosah Ibtida'iyah, Islamic Junior High School, Equality Package B and Package C, and also the Orphanage. This research approach is descriptive qualitative. The data in this study consisted of primary data obtained from interviews and secondary data obtained from documentation, archives, literature, and books related to the research focus. Data collection techniques used in the form of interviews, observations, and documentation as well as several supporting tools such as interview guidelines and other supporting tools. Data analysis techniques are carried out through the process of collecting data, presenting data, and drawing conclusions. This study was conducted to describe the implementation of the nahwu shorof science education policy in the subulus salam trenggalek Islamic boarding school. The results of this study indicate that the implementation of the Nahwu Shorof Science Learning Policy at the Subulus Salam Trenggalek Islamic Boarding School was carried out well but could not be optimal because there were still several obstacles. Therefore, maximum effort is needed in providing education with good cooperation and coordination between policy makers and policy implementers.

Implementasi Peraturan Menteri Agama Nomor 31 Tahun 2020 Tentang Pendidikan Pesantren (Studi Kebijakan Pembelajaran Ilmu Nahwu Shorof Di Pondok Pesantren Subulus Salam Trenggalek)

Pesantren education is very core and mandatory in relation to religious knowledge. For this reason, the Minister of Religion Regulation Number 31 of 2020 concerning Islamic Boarding Schools was issued which specifically regulates the course of education in an Islamic boarding school. Islamic boarding schools themselves use the yellow book curriculum and the Koran as their main educational foundation, but currently there are also Islamic boarding schools that have implemented general education in their pesantren. At the Subulus Salam Trenggalek Islamic Boarding School, it is mandatory to learn comprehensive nahwu shorof science from the lower middle class to the upper class. The Subulus Salam Trenggalek Islamic Boarding School itself has also implemented formal education to support student learning, such as PAUD, Raudlatul Athfal, Marosah Ibtida'iyah, Islamic Junior High School, Equality Package B and Package C, and also the Orphanage.
 This research approach is descriptive qualitative. The data in this study consisted of primary data obtained from interviews and secondary data obtained from documentation, archives, literature, and books related to the research focus. Data collection techniques used in the form of interviews, observations, and documentation as well as several supporting tools such as interview guidelines and other supporting tools. Data analysis techniques are carried out through the process of collecting data, presenting data, and drawing conclusions.
 This study was conducted to describe the implementation of the nahwu shorof science education policy in the subulus salam trenggalek Islamic boarding school. The results of this study indicate that the implementation of the Nahwu Shorof Science Learning Policy at the Subulus Salam Trenggalek Islamic Boarding School was carried out well but could not be optimal because there were still several obstacles. Therefore, maximum effort is needed in providing education with good cooperation and coordination between policy makers and policy implementers.

A Critical Analysis of the Compulsory Science Education Policy at the Secondary Level of Education in Uganda

Uganda is one of the African countries that have been focusing on the science-led strategy to promote growth and development. One of the strategies is the science promotion policy, which started in 2005 and among other things made learning and enrolling on science subjects (mathematics, chemistry, physics and biology) compulsory at the ordinary level of secondary school education. This paper has, therefore, used a secondary review methodology to critically analyse the science policy at the secondary school levels (ordinary and advanced). The paper begins with an introduction that discusses the history of curriculum reform at the secondary school level globally and in Africa with emphasis on Uganda. It also discusses Uganda’s science policy implementation strategies, which included the government's effort in providing resources such as laboratory equipment and science textbooks to government-aided schools. There is, then, a section that discusses the challenges that have hindered the successful implementation of science policy. This section shows that much as the government of Uganda has tried to facilitate science policy, the latest being the enhancement of salary for scientists, including science teachers by 300%, factors such as unresponsive curriculum content, shortage of qualified science teachers and inadequate laboratory equipment remain challenges to the, otherwise, good policy. The paper concludes by stating that improvement in science performance requires a multi-dimensional approach and, therefore, the recent salary enhancement that only catered for science teachers may not, necessarily, achieve much as far as improvement in the performance of students in science subjects is concerned

Improving Students’ Chemical Literacy Ability on Equilibrium Material Using Chemical Literacy-Based Teaching Materials

Trends in science education policy in the 21st century emphasize the importance of scientific literacy as a transferable outcome. This study aims to analyze the use of chemical literacy-based teaching materials in equilibrium material to improve students' chemical literacy ability. The results showed that the chemical literacy ability of students who were given chemical literacy-based teaching materials was higher than students who were given general chemistry teaching materials. The biggest difference in students' chemical literacy ability is at the nominal level of scientific literacy, which is 8.24 points; followed at the conceptual scientific literacy level of 6.74 points and at the functional scientific literacy level with a difference of 5.61 points.

High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000

ABSTRACT National policy initiatives in Ireland, such as Project Maths and the Science, Technology, Engineering, and Mathematics (STEM) Education Policy Statement have sought to increase the engagement and performance of students in mathematics and science. The current study investigated the performance of students in Ireland in these areas and in reading in international large-scale assessments (Programme for International Student Assessment [PISA], Trends in International Mathematics and Science Study [TIMSS], and Progress in International Reading Literacy Study [PIRLS]), with a view to better understand the performance of high-achieving students, relative to their counterparts in other countries in general, and in countries with similar average performance. Lower than expected proportions of high achievers were noted and a pattern of relative underachievement was observed among high achievers – those performing at the highest levels of proficiency, and those performing at key benchmarks, including the 75th and 90th percentiles – in mathematics and science to a greater extent than in reading. These issues were found to be consistent over time, and more prevalent at post-primary level, compared with primary level. The findings of this study are discussed with reference to individual and societal costs, and specific issues that need to be investigated further are identified.

The trajectory of computer science education policy in Ireland: A document analysis narrative

AbstractThe launch of a Computer Science curriculum specification in upper secondary schools in Ireland in 2018 was a landmark and a historic development in Irish education. Addressing the historical policy decisions adopted towards establishing the specification, this paper presents an analysis of developments from the 1970s as revealed in key policies and other documents. Positioning the policy change within the context of influences, context of policy text production and within the context of practices, the paper presents an overview of the Irish Computer Science specification. Alongside the background to the evolution in computer science education over the period, the article takes into account the national and cultural contexts and narrates the journey travelled to arrive at this pivotal position. Developments in a global context are presented in comparison with curricula in other countries and some similarities and differences identified. The article uncovers consequences of the specification for the national curriculum, key skills integration and computer science teacher preparation. The article provides an important analysis of the policy trajectory of computer science in Ireland based on a visibly relevant corpus of documents tracing the different stages of this policy and comparing it to similar experiences implemented in other European countries.

Applying the CAPE framework to measure equity and inform policy in computer science education

The push to make computer science (CS) education available to all students has been closely followed by increased efforts to collect and report better data on where CS is offered, who is teaching CS, and which students have access to, enroll in, and ultimately benefit from learning CS. These efforts can be highly influential on the evolution of CS education policy, as education leaders and policymakers often rely heavily on data to make decisions. Because of this, it is critical that CS education researchers understand how to collect, analyze, and report data in ways that reflect reality without masking disparities between subpopulations. Similarly, it is important that CS education leaders and policymakers understand how to judiciously interpret the data and translate information into action to scale CS education in ways designed to eliminate inequities. To that end, this article expands on recent research regarding the use of data to assess and inform progress in scaling and broadening participation in CS education. We describe the CAPE framework for assessing equity with respect to the capacity for, access to, participation in, and experience of CS education and explicate how it can be applied to analyze and interpret data to inform policy decisions at multiple levels of educational systems. We provide examples using large, statewide datasets containing educational and demographic information for K-12 students and schools, thereby giving leaders and policymakers a roadmap to assess and address issues of equity in their own schools, districts, or states. We compare and contrast different approaches to measuring and reporting inequities and discuss how data can influence the future of CS education through its impact on policy.