Science Education Research Articles

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

Values Are Not Taught, Values Are Built

Forming values to contribute to the complete formation of the human being as responsible citizens is an educational task that is indispensable to the construction of sustainability. Consequently, this document states that achieving a construction of values that leads to true development is not possible without a teaching and learning of science that, starting from an intersystemic and therefore complex vision of the world, allows us to build them. Answering the question How can interdisciplinary science teaching contribute to generating in today’s children a genuine interest in the study and knowledge of science in general, and in the conservation of natural resources in particular? Was the objective of the methodological proposal for interdisciplinary science teaching that was previously described in the article “Teaching soil science: a strategy and warranty towards the future” (Reyes-Sánchez, 2012). This second document addresses why, how and for what purpose the formation of values and principles accompanied this methodological proposal for interdisciplinary science teaching as a qualitative pedagogical approach that was applied within two schools with children in 5th and 6th grade of basic education −10 and 11 years of age-: by amalgamating the construction of knowledge with that of values to support the appropriation of both in a playful way, seeking and encouraging in children the congruence between knowledge, thought and action. The differences in children’s opinions regarding life problems that affect the social, political and economic order before and after the pedagogical intervention are presented in a comparative manner.

The application of template matching and novel unsupervised and supervised machine learning methodology to forensic hair analysis

ABSTRACT Hair pigmentation is a valuable feature in forensic hair analysis and hair comparisons. Microscopic pigmentation features from participants' hair were classified and documented. The discriminating power of template matching, unsupervised and supervised machine learning methods were compared to determine which method best distinguished between participants and accurately assigned hairto an individual, based on pigmentation features. Template matching analysis revealed a higher frequency of inter-person matches compared to intra-person matches, and the unsupervised model’s predicted labels did not align with true labels. These findings suggest the presence of an unknown dimensionality beyond the observable pigmentation features used in forensic hair classification, highlighting the crucial role of forensic expertise. In contrast, supervised machine learning demonstrated superior accuracy and greater interpretability due to its training on labelled data, making it more appropriate for forensic applications. This research underscores the continued importance of human expertise, particularly in the initial classification of training data for supervised machine learning. The potential applications of supervised machine learning in forensic science include training, competency testing and rapid intelligence as a novel and innovative tool while advancing the field towards more objective methodologies.

Communities of secondary science teachers: a systematic review

ABSTRACT Many parts of the western world are struggling with a teacher shortage, which is particularly severe in some teaching areas including science. Part of a potential solution to this shortage is reducing teacher attrition rates, especially among early career teachers. At the same time, a need has been identified to drive larger numbers of students towards studying science. This creates an environment whereby teachers are required to teach science either out of field, or out of science specialisation. The community in which teachers operate has been identified as critical to both increasing teacher satisfaction and driving effective professional development. At the same time, the emergence of social media provides an avenue for teachers to effectively communicate and collaborate. This systematic review, therefore, aims to summarise the research on communities of in-service secondary science teachers since 2010, corresponding to the significant adoption of social media. It shows that whilst significant research has been done across a range of different community structures, there exists a lack of rigorous distinction between these different styles. There is also a research gap surrounding the use of social media, as well as the use of communities to support out of specialisation science teachers.

The effect of guided inquiry-based virtual and physical laboratories on science learning outcomes

ABSTRACT Background Developments in technology have rapidly advanced the variety, features, and applications of virtual labs (VL) in teaching. However, it is debated whether VL can be used instead of physical labs (PL) because more is needed to address the tactile and sensory senses and to gain motor skills that PL has. While many studies have compared VL and PL, few have examined the impact of these laboratories using contemporary learning methods. Purpose This study aims to comparatively examine the effects of guided inquiry-based learning of electrical circuits and Ohm’s law in VL and PL on the conceptual understanding, science process skills, problem-solving, and views of pre-service science teachers (PST). Sample The study was carried out with 26 PSTs studying in the first year of a science teaching program at a state university in Türkiye. Design and Methods The study is in a true experimental design with the pretest-posttest control group. The matched pairs of PSTs were randomly assigned to the VL (n = 13) and PL (n = 13). Three-tier simple electrical circuits concept test, science process skill test in multiple formats, problem-solving inventory, and open-ended questionnaire were used for completing the data collection process. Results Results revealed that guided inquiry-based VL and PL were equally effective in increasing PSTs’ conceptual understanding. While VL is more effective in completing knowledge gaps, PL is more effective in developing science process skills. Neither has a significant effect on problem-solving. Conclusions Both VL and PL have advantages and disadvantages in terms of the types of learning outcomes. Consequently, guided inquiry-based VL and PL are recommended to use in science teaching as complements to each other.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective

AbstractIn Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon’s colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one’s own raises concerns around economically-marginalized students’ opportunities for quality science education and their development of science understandings and discourse. Bourdieu’s lens of cultural and linguistic capital was utilized to better understand the interplay among socioeconomic status and science performance. Specifically, we examined how different home context variables (including language) influence Lebanese learners’ science performance in the Trends in International Mathematics and Science Study (TIMSS) assessment. Using hierarchical linear modeling (HLM), we looked at how students performed in science based on how often they spoke the language of the test at home and other home variables such as parents’ education level. The findings indicate that language and various economic and home variables were significantly associated with science performance. Language had a differing effect for English and French tracks, whereby parents’ education level and other home variables emerged more significantly for French track students. Our study underscores the importance of preparing and supporting science teachers for equitable, asset-oriented, and linguistically responsive teaching that enhances diverse learners’ equitable participation and opportunities in the science classroom.

Changing the Equation: Faculty Mindsets in Teaching Sciences

Changing the Equation: Faculty Mindsets in Teaching Sciences

Analisis Kebutuhan Guru terhadap Bahan Ajar Interaktif IPAS Berbasis Tri Hita Karana di Sekolah Dasar Negeri 2 Batur

This research aims to develop Natural and Social Sciences (IPAS) learning articles with a Tri Hita Karana orientation to increase teachers' needs for interactive teaching materials at SD Negeri 2 Batur. In the independent curriculum, science and social studies learning is combined into Natural and Social Sciences (IPAS) subjects, with the hope that teachers can fulfill learning needs. The approach used in this research is descriptive qualitative, with the research subjects consisting of science and technology teachers. The techniques used in data collection were carried out through in-depth interviews and observation. The research results show that teachers need teaching materials that are more interactive, relevant to the local context, and able to integrate Tri Hita Karana values ​​in learning. The main challenges faced are limited technological facilities and a lack of teaching materials that link science concepts to students' daily lives. Based on research results, the development of local wisdom-based teaching materials such as Tri Hita Karana has the potential to increase students' active participation and support learning that is more meaningful, effective and relevant to the cultural context and local environment.

Preservice Science Teachers’ Epistemic Cognition during Online Searching

Preservice Science Teachers’ Epistemic Cognition during Online Searching

The effect of calculus and kinematics contexts on students’ understanding of graphs

In this study, we compare students’ understanding of the derivative as slope and the antiderivative as the area under the curve using isomorphic graph-based problems in both calculus and kinematics contexts. Drawing from previous research, we designed two isomorphic tests, each with 12 items, and administered them to 543 university students. Our findings show that students performed significantly better on the kinematics test, with a higher rate of correct answers in some items. We also identified the most frequent errors and general trends in students’ selection of incorrect answers across both contexts. Based on these results, we provide specific recommendations for improving the instruction of these concepts. The analyses, recommendations, and tests included in the study can serve as valuable resources for mathematics and science education researchers and instructors teaching these topics. This study offers insights into how context influences students’ conceptual understanding, with implications for enhancing calculus and physics education.

Research as a Pillar in STEAM Education - Prospects to Formalise Research in Science Education

Research as a Pillar in STEAM Education - Prospects to Formalise Research in Science Education

Teaching Science Outdoors: Supporting Pre-Service Teachers’ Skill Development with the Help of Available Mobile Applications

Outdoor environments provide excellent teaching and learning experiences in science education. However, many teachers find outdoor teaching challenging. In this study, we investigated factors supporting skill development and learning among pre-service teacher during a blended science didactics course that includes mobile interaction in outdoor environments. Available WhatsApp mobile application was used as an interaction platform between the pre-service teachers’ and the teacher educator. Based on the findings, the pre-service teachers learned easy ways of using outdoor environments with pupils. They also identified challenges that may arise in outdoor teaching and upskilled on how to overcome them. From the perspective of interaction, submitting learning tasks, especially visual observations, through mobile messaging and reviewing tasks of other students in the application were perceived as important. However, the most crucial benefit of mobile interaction was considered to be the teacher’s real-time feedback.

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

The Need Has Never Been Greater for Adult Science and Climate Education

The Need Has Never Been Greater for Adult Science and Climate Education

Examining mechanics problem-solving strategies among engineering students at a selected public university in Rwanda

Abstract This paper presents the findings of research conducted at a selected university in Rwanda aiming to evaluate the mechanics of problem-solving strategies among engineering students. Problem-solving is an important component of science, technology, engineering, and mathematics education as well as in everyday life. To enhance the development of problem-solving skills, researchers and curriculum creators must develop problem-solving strategies for solving mechanics problems and for improving engineering students’ performance in physics classroom tasks. The study investigated engineering students’ strategies for their mechanics problem-solving using a mixed-methods research approach that includes questionnaires, interviews, and tests. A purposive sample of 99 students was chosen, with 20 students and three instructors randomly selected for interviews. Findings revealed that students heavily rely on algebraic equations, neglecting visual representations in mechanics problem-solving. Challenges identified include limited familiarity with alternative representations, difficulties transitioning between them, and a constrained understanding of their interrelationships. Recognizing these practices and strategies informs the design of more effective pedagogical interventions. Incorporating the best problem-solving strategies in physics education is a potential avenue to bolster problem-solving skills and deepen comprehension of mechanics concepts among engineering students.

Thermodynamic linear algebra

AbstractLinear algebra is central to many algorithms in engineering, science, and machine learning; hence, accelerating it would have tremendous economic impact. Quantum computing has been proposed for this purpose, although the resource requirements are far beyond current technological capabilities. We consider an alternative physics-based computing paradigm based on classical thermodynamics, to provide a near-term approach to accelerating linear algebra. At first sight, thermodynamics and linear algebra seem to be unrelated fields. Here, we connect solving linear algebra problems to sampling from the thermodynamic equilibrium distribution of a system of coupled harmonic oscillators. We present simple thermodynamic algorithms for solving linear systems of equations, computing matrix inverses, and computing matrix determinants. Under reasonable assumptions, we rigorously establish asymptotic speedups for our algorithms, relative to digital methods, that scale linearly in matrix dimension. Our algorithms exploit thermodynamic principles like ergodicity, entropy, and equilibration, highlighting the deep connection between these two seemingly distinct fields, and opening up algebraic applications for thermodynamic computers.

Uncovering Key Factors That Drive the Impressions of Online Emerging Technology Narratives

Social media platforms play a significant role in facilitating business decision making, especially in the context of emerging technologies. Such platforms offer a rich source of data from a global audience, which can provide organisations with insights into market trends, consumer behaviour, and attitudes towards specific technologies, as well as monitoring competitor activity. In the context of social media, such insights are conceptualised as immediate and real-time behavioural responses measured by likes, comments, and shares. To monitor such metrics, social media platforms have introduced tools that allow users to analyse and track the performance of their posts and understand their audience. However, the existing tools often overlook the impact of contextual features such as sentiment, URL inclusion, and specific word use. This paper presents a data-driven framework to identify and quantify the influence of such features on the visibility and impact of technology-related tweets. The quantitative analysis from statistical modelling reveals that certain content-based features, like the number of words and pronouns used, positively correlate with the impressions of tweets, with increases of up to 2.8%. Conversely, features such as the excessive use of hashtags, verbs, and complex sentences were found to decrease impressions significantly, with a notable reduction of 8.6% associated with tweets containing numerous trailing characters. Moreover, the study shows that tweets expressing negative sentiments tend to be more impressionable, likely due to a negativity bias that elicits stronger emotional responses and drives higher engagement and virality. Additionally, the sentiment associated with specific technologies also played a crucial role; positive sentiments linked to beneficial technologies like data science or machine learning significantly boosted impressions, while similar sentiments towards negatively viewed technologies like cyber threats reduced them. The inclusion of URLs in tweets also had a mixed impact on impressions—enhancing engagement for general technology topics, but reducing it for sensitive subjects due to potential concerns over link safety. These findings underscore the importance of a strategic approach to social media content creation, emphasising the need for businesses to align their communication strategies, such as responding to shifts in user behaviours, new demands, and emerging uncertainties, with dynamic user engagement patterns.

A tied-weight autoencoder for the linear dimensionality reduction of sample data

Dimensionality reduction is a method used in machine learning and data science to reduce the dimensions in a dataset. While linear methods are generally less effective at dimensionality reduction than nonlinear methods, they can provide a linear relationship between the original data and the dimensionality-reduced representation, leading to better interpretability. In this research, we present a tied-weight autoencoder as a dimensionality reduction model with the merit of both linear and nonlinear methods. Although the tied-weight autoencoder is a nonlinear dimensionality reduction model, we approximate it to function as a linear model. This is achieved by removing the hidden layer units that are largely inactivated by the input data, while preserving the model’s effectiveness. We evaluate the proposed model by comparing its performance with other linear and nonlinear models using benchmark datasets. Our results show that the proposed model performs comparably to the nonlinear model of a similar autoencoder structure to the proposed model. More importantly, we show that the proposed model outperforms the linear models in various metrics, including the mean square error, data reconstruction, and the classification of low-dimensional projections of the input data. Thus, our study provides general recommendations for best practices in dimensionality reduction.

The ‘Universe in a Box’: a hands-on activity to introduce primary school students to cosmology

Abstract Physics Education Research shows that active learning and interdisciplinary strategies can enhance students’ engagement in physics. In primary school, the implementation of active learning pedagogies such as Inquiry-Based Science Education aims to encourage students’ autonomy and participation in their learning process. Indeed, active learning promotes pupils’ creativity, helping them develop the skills that increasingly determine their future employability and personal development, introducing them to STEM. In this regard, stories and storytelling can help improve teaching and students’ physics learning. Telling the Universe and its history can afford this job. The Big Bang, the Cosmic Microwave Background, and the formation of stars and planets are valuable tools for introducing primary school students to physics and the scientific method while fostering their curiosity about science. Moreover, it helps the instructors monitor the development of peculiar misconceptions on these topics, preventing them from fully understanding physics phenomena. In this paper, we present an innovative short-term program (one session of three hours) called ‘The Universe in a Box’ to introduce primary school students (grades 4–5, ages 9–10) to cosmology. We illustrate our design and the educational purposes of the program and present the outcomes from its implementation in five different laboratories in Sardinia, Italy, from 2022 to 2024 (60 students involved). This work can furnish a theoretical and methodological guide for primary school teachers and instructors on integrating formal curricula with contemporary physics topics using interdisciplinary approaches, engaging their students in STEAM (STEM plus Arts).