Science Learning Practices Research Articles

Theoretical frameworks of self-efficacy in collaborative science learning practices: A systematic literature review

Theoretical framework is one of the main parts of the research paper, so that researchers are expected to be able to determine the relevant theory that underlies their research. The purpose of conducting this systematic literature review (SLR) is to review of theoretical framework, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self-efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future. The purpose of conducting this systematic literature review (SLR) is to review, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self-efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future.

Strategies To Improve Teachers' Pedagogical Skills in Science Learning

This research aims to develop effective strategies to enhance teachers' pedagogical skills in science learning. Employing a mixed methods approach, combining qualitative and quantitative methodologies, the study investigates current challenges and gaps in pedagogical practices within science education. Data collection methods include literature review, observation, and questionnaire, followed by qualitative datat analysis involving data reduction, presentation, and conclusion, as well as descriptive analysis of quantitative data. The research findings indicate that effective strategies for improving teachers' pedagogical skills in science learning encompass the development of teacher competencies in content delivery, technology utilization, interpersonal interaction management, and resource utilization. The implementation of these strategies has been shown to significantly enhance teachers' pedagogical skills in science learning, as evidenced by a significance value of 0.000 < 0.05. Thus, this research provides a significant contribution to enhancing science learning practices through the improvement of teachers' pedagogical skills.

Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices

AbstractUnderstanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK sites. We draw on qualitative, multimodal data across 5 years of a research–practice partnership between a university, a zoo, a social enterprise working to support girls and nonbinary youth in STEM, a community digital arts center, and a science center. We identify three key discourses that shaped social justice practices across all four practice–partner sites: (1) “inclusion” for STEM, (2) “inclusion” for the institution, and (3) “inclusion” for minoritized youth. We discuss how educators (n = 17) enacted, negotiated, resisted, and reworked these discourses to create equitable practice. We argue that while the three key discourses shaped the possible meanings and practices of equitable ISL in different ways, educators used their agency and creativity to develop more expansive visions of social justice. We discuss how the affordances, pitfalls, and contradictions that emerged within and between the three discourses were strategically navigated and disrupted by educators to support the minoritized youth they worked with, as well as to protect and promote equity in ISL. This paper contributes to research on social justice in ISL by grounding sometimes abstract questions about power and discourse in ISL educators' everyday work.

Inquiry and Debate in Science Learning: Potential Strategy for Improving Students’ Scientific Argumentation Skills

Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be facilitated through inquiry activities. Meanwhile, refuting claims and evidence from opposing arguments can be facilitated through debate activities. Inquiry and debate can be a solution to improving students' scientific argumentation skills. This study aims to prove the truth of this statement through a systematic literature review by applying the PRISMA 2020 criteria which are expanded by bibliometric analysis with the help of the VOSviewer software. The results of the study show that research related to inquiry, debate, and their influence on students' scientific argumentation skills has a pretty good trend. In Indonesia the research climate is still quite good, research topics are still in great demand, and it is very possible to carry out research innovations on related topics. Another finding is that the integration of inquiry and debate in science learning can be a potential strategy to improve students' scientific argumentation skills.

An Evaluation of Online Science Classes Based on Students’ Science Learning Experiences

Online science courses have become increasingly popular due to their accessibility and convenience. Consequently, evaluating their quality is essential for ensuring students receive a rigorous and valuable education. This study investigates the effectiveness of online science classes in terms of student- faculty interaction, time on task, active learning and cooperation among students by considering the participant students' experiences and their evaluations of online science courses. The participants were 2034 students from different middle (year 5 to 8) and high schools (year 9 to 12) during 2022-2023 academic year. All of the participants attended online science classes from 2nd half term of 2019-20 and whole school year of 2020-21. The data was collected by using the Student Evaluation of Online Teaching Effectiveness (SEOTE) scale, which was developed by Bangart (2005). The student responses were evaluated based on their school year, frequency of attendance, and means used to access online science classes. The findings of the study revealed that the participant students were not satisfied with online science learning experiences in terms of faculty-student interaction, time on task, cooperation among students and active learning practices. The study also found that faculty-student interaction, time on task, cooperation among students were important predictor of active learning for online science learning practices. Based on the findings the study suggests that when designing or implementing online science classes, students’ engagement, teacher-faculty interaction, creating opportunities for students to cooperate and helping students to actively engage in the activities should be taken into consideration by teachers.

Integrasi Pembumian Pembelajaran Sains Anak Usia dini dengan Pendekatan STEAM di PAUD Mutiara Hati Rinjani

Science learning for early childhood is very important to develop children's curiosity and understanding of the world around them. Through science learning, children can develop logical thinking skills, observation, and experimentation. The focus of this service is to integrate science learning with STEAM through simple science practices. The purpose of this service is to integrate science grounding with the STEAM Approach and the importance of science learning obtained for early childhood with simple science learning practices. The method used in this service is the counselling method and the simple science practice method. The results of this service are 1). Implement Holistic Learning, 2). Exploring the development of 21st Century Skills, 3) Increasing children's interest in learning science, 4). Active and Fun Learning, 5) Developing Creativity and Innovation in learning.

Analysis of Questioning Skills through Science Learning Practices in Microteaching Courses

Study aims to describe the mastery of the questioning skills of prospective elementary school teacher students at the Purworejo Muhammadiyah UniversitySources of data in this study were student teacher candidates for elementar school in Muhammadiyah University. The data collection technique used is observation. The analysis used in this research is qualitative data analysis. The indicators of mastery of questioning skills include basic questioning skills and advanced questioning skills. The results showed that Prospective elementary school teacher students at Purworejo Muhammadiyah University had more mastery of basic questioning skills compared to advanced questioning skills. The data were obtained by using the observation method on micro learning activities by Prospective elementary school teacher students at Purworejo Muhammadiyah University. The basic teaching skills, especially the questioning skills, were analyzed and observed directly in the implementation of microteaching activities. Based on the research that has been done, it is found that the mastery of basic skills in teaching is very necessary, especially the skills in asking questions. Asking is a verbal utterance that asks for a response from someone you know. Responses can be in the form of knowledge or things that are the result of consideration.

Kindergarten Teacher's Views of Science Learning Practices in Schools

This study aims to reveal the views of kindergarten teachers about science learning, the form of activities, the methods used, and the difficulties faced. This research uses descriptive qualitative research. The data were collected using semi-structured interviews with six kindergarten teachers who were selected by purposive sampling technique. Data were analyzed using the interactive model of Miles & Huberman. The results showed: 1) all teachers were of the view that science learning in childhood was very important to implement, 2) activities in science learning are carried out according to the learning theme, but two out of six teachers add activities spontaneously and follow natural phenomena, 3) the children's most preferred experimental method when doing science activities, and 4) difficulties faced by the teacher regarding tools and materials.

Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writing

ABSTRACT The study examined students’ perceptions related to emotional and cognitive engagement of linguistic and diagrammatic representational practices in science learning. Altogether, 251 Japanese sixth-grade (11–12 years old) and 187 ninth-grade students (14–15 years old) participated. The students' recognitions were measured by a self-report questionnaire and were scrutinised using the Rasch Rating Scale model. All participants valued both representational practices as important in science learning. Drawing was seen as a useful cognitive tool. However, participants did not have positive self-efficacy for either writing or drawing. While they lacked a confidence in their ability to write in science, had more positive beliefs of cognitive engagement in writing. Compared to the explanation activity, the students did not engage in representational practices in a metacognitive and communicative way, implying that they were not in a multimodal learning environment. The female students had less positive emotional engagement in science and representational practices than male students. The findings imply that diagrammatic conventions and procedural knowledge of using diverse representational forms should be emphasized in science curricula. Further research on the relationship between self-efficacy for representational practices, motivational engagements, and academic achievement is recommended, as well as cultural differences in student engagement in representational practices.

- From inclusive practices to personal strategies

The main purpose of this doctoral thesis is to co-design and examine digitally supported inclusive practices in science learning. Inclusive practices aim to provide quality education and quality learning opportunities for all students. Inclusive practices are characterised by process-oriented development that takes into account a student’s personal abilities and needs concerning both knowledge and competencies as well as the classroom context. Since there are very few research-based models for inclusive practices, the longitudinal educational design research (EDR) project aimed to co-design digitally supported inclusive practices at the grassroots level with researchers, teachers and students. The EDR project took place during two years in a medium-sized primary school in the capital region of Finland, where inclusive education was employed as part of teacher collaboration. The participating class (44 students; 10 students with learning difficulties [LD]) had two primary teachers and one special education teacher, the defender of this thesis. The EDR consisted of four macro-cycles, which intended to increase understanding of co-designing and implementing inclusive practices in science learning. The first macro-cycle focused on exploring possibilities for using smartphone technology in a water project. In the second macro-cycle, students used the developed personal solutions and designed collaborative solutions while studying the following science-related themes: forest, human, motions and forces, and space. In the third macro-cycle, students studied Europe and Asia, plants, human and states of matter. The participants developed further both personal solutions and collaborative solutions. Finally, the fourth macro-cycle focused on one science theme, electricity, where solutions were designed for collaborative learning and especially for active participation.
 The thesis is comprised of four publications that form a holistic picture of the possibilities of digital technology when considering the adaptation, use and benefits for the student both at the personal and group level. Publication I reports the results of the first macro-cycle of the EDR. Publication II discusses the benefits of using a smartphone in science learning from a student’s personal learning perspective, reflecting all four macro-cycles. Publication III describes the EDR project’s final macro-cycle, electricity project, in which students utilised personal strategies that were supported by the teacher through respectful grouping, differentiated learning tasks and a reflective discussion after lessons. Finally, Publication IV evaluates the development and implementation of the inclusive practises throughout the EDR project from the perspective of the LD students. The data was collected through video recordings of ideating sessions, questionnaires, students’ notes from the e-learning environment, the teacher’s memo and interviews; it was analysed via quantitative analysis of frequencies, qualitative content analysis and co-occurrence network analysis.
 As its theoretical contribution, this thesis weaves together the two frameworks of inclusive practices in science learning. First, the digitally supported inclusive science learning supports a student’s personal learning through the differentiation of content, process and product through the use of multimodality. The teacher employs a student’s personal strategies when preparing a collaborative learning project, especially at the levels of process and product. In light of the objective of inclusion, the teacher’s support during the process should aim at giving intensified support and structured guidance in collaborative activities where students require various competences. Second, such a long-term, reflective, co-designing project supports both the use of digital technology and the development of inclusive practices. LD students benefit from a process-oriented, comprehensive, structured and reflective use of technology in their learning. Differences between students’ digital competencies bring a new element to the classroom alongside academic knowledge, both of which affirm LD students’ social status in the classroom. The thesis emphasises that a long-term co-designing project can both develop teaching practices and engage students to develop their personal learning, and hence, promote inclusive education at the grassroots level.

Teacher’s Perception of Science Practices Learning (SPL)

The purpose of this study was to determine (a) developing survey instruments for Teacher’s Perception of Science Practices Learning (SPL) and (b) describing the perception of science learning practices. This research uses descriptive survey method. Respondents in this study were elementary school, junior high school and high school science teachers in the Central Java region, totals 74 teachers. The research instrument used was a science learning practice perception questionnaire. The instrument has gone through the stages of expert validation and empirical testing. The instrument validity uses exploratory factor analysis. Data analysed by descriptive. The research results that the perception of science teachers on SPL is not different. Elementary, middle and high school science teachers have enough categories. El dimension, EE, SDC elementary, middle and high school science teachers have enough categories. The dimensions of the EPK for elementary science teachers have enough categories, middle and high school science teachers are in good category. The dimensions of IT in elementary, middle and high school science teachers are good. Science teachers’ perceptions of SPL are in the enough category.

Design of a Socioscientific Issue Unit with the Use of Modeling: The Case of Bees

A major aim of science education reform documents (Achieve, 2013) is for K-12 students to engage in scientific practices to facilitate a better understanding of the processes and the aspects of doing science (Bybee, 2014). In this design case we present the design of a teaching unit on a socioscientific issue (SSI) that can potentially engage learners in modeling and argumentation. The unit focuses on the controversy about the declining population of honeybees. The “Should we care about the bees?” unit engages the participants in the practice of modeling for explaining and arguing about the causes, consequences, and possible solutions related to the problem of the bees. Our unit aims to illustrate how to address the intersections between science and society and to promote scientific practices in science learning and teaching. Two university science educators from different countries worked together to design and re-design the teaching unit. Initially the unit was designed in order to promote the exploration of the socio-scientific issue through argumentation, but after an initial implementation we decided to focus on modeling the issue as well. The final design product is a seven-week unit. In this paper we discuss design challenges and decisions of using an SSI based unit that promotes learning and teaching SSIs in the context of scientific practices.

Pelatihan Pengenalan Sains Sederhana Bagi Guru TK Islam Insan Cendekia Surabaya

The Islamic Kindergarten Insan Scholar aims to prepare their students for a better level of basic education based on Islamic teachings. The results of the situation analysis showed that the partners wanted to increase the performance of the teachers during the introduction to basic science for their students, which was not only theoretical or theoretical, but this is limited by the resources of teachers who do not have the capacity to provide real science learning practices that are true, and the unavailability of equipment and materials to support the learning of simple scientific practices. The Community Empowerment Program is designed to increase teachers' knowledge in the process of teaching and learning simple science practices by providing training, and the identification and purchase of equipment and materials that support the teaching of simple scientific practices. The results of activities under the Community Empowerment Program can increase teachers' ability to learn simple scientific practices, and there are a number of tools and materials used in learning simple scientific practices for students of Islamic Kindergarten Insan Scholar. The results of the community empowerment program should be well implemented by the partners, so that TK has a competitive advantage in the future, and should foster creativity and critical thinking, which will be very beneficial for updating and preparing students to cope with their larger and more complex roles in the future.

Overcoming Learning Difficulties with Smartphones in an Inclusive Primary Science Class

This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils’ smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers’ memoranda. The content and co-occurrence network analysis revealed that the smartphone usage varied in different practices, and its benefits developed gradually during the research period. Research highlights that teachers’ and pupils’ engagement with a dedicated, collaborative, and long-lasting process of smartphone usage in teaching and learning enables the achievement of change.

Is Science Really Everywhere? Teachers’ Perspectives on Science Learning Possibilities in the Preschool Environment

There is increasing interest in early childhood science education and a corresponding increase in research in this area. Studies have shown that in some countries the teaching of science in the early years remains low. These studies show that science pedagogy in the early years needs attention, despite the myriad opportunities afforded for the informal teaching of science concepts. What is not known is how teachers interpret the opportunities for science moments in these play-based environments. In drawing upon cultural-historical theory, this paper examines how teachers use the preschool environment to promote the teaching of science concepts. Specifically, two preschool teachers from one preschool site participated in an indoor and outdoor science walk where their discussion of the affordances for science learning was digitally recorded. Hedegaard’s (2008) three-step analysis procedure and Tu’s (2006) sciencing categories were used to analyse the data. Findings show that teachers in the same preschool setting have different levels of science awareness for the possibilities of informally teaching science. Specifically, an activity-oriented sciencing approach and a conceptually oriented sciencing attitude emerged. The complexity of teacher engagement in science teaching in play-based settings and their conceptualisation of science affordances in the environment point to new understandings about the relations between teachers’ belief and practices in science learning. Therefore, the findings of this study contribute to early year science education just at a time when the Australian Government is seeking greater outcomes for the learning of STEM in preschools (Australian Government 2009).

Social justice and out-of-school science learning: Exploring equity in science television, science clubs and maker spaces.

We cannot take access to equitable out-of-school science learning for granted. Data compiled in 2012 show that between a fifth (22% in Brazil) and half (52% in China and the United States) of people in China, Japan, South Korea, India, Malaysia, the United States, the European Union, and Brazil visited zoos, aquaria, and science museums (National Science Foundation, 2012). But research suggests participation in out-of-school science learning is far from equitable and is marked by advantage, not least the social axes of age, social class, and ethnicity (Dawson, 2014a, 2014b; National Science Foundation, 2012; OECD, 2012). For instance, in the UK data suggest that the two-thirds of the population who took part in out-of-school science learning activities1 in the previous year were more affluent (upper and middle classes) and from the White ethnic majority (Ipsos MORI, 2014). If we believe that out-of-school science learning provides valuable educational, cultural, social and political opportunities, then we must take questions of equity seriously. Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science learning practices can be understood on a spectrum from weak to strong models of social justice. Thinking about social justice as a spectrum helps us think through what equitable out-of-school science learning practices might involve, both to analyze existing practices and, importantly, to imagine new, more inclusive ones. Out-of-school science learning is a broad term, used to describe quite different activities, participants, aims, and practices. It can mean enjoying science festivals, watching science documentaries, pursing science-related hobbies as well as activities focused on engineering, mathematics, or technology (see, e.g., Bonney et al., 2009; Dingwall & Aldridge, 2006; Kaiser, Durant, Levenson, Wiehe, & Linett, 2013). In this paper, I focus primarily on the contrasting worlds of television and science clubs as out-of-school science learning contexts2. I use “science” as an umbrella term for science, technology, engineering, or mathematics related subjects. However, I add a caveat to how I use the term out-of-school. Because “out-of-school” invokes the idea of school, there can be a tendency to focus on youth as participants and activities that are for, by, or with youth. But of course adults may not consider their television watching an “out-of-school” activity. Thus, I note here that I keep both adults and youth in mind when writing about equity and out-of-school science learning.

Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example

ABSTRACTArgumentation is one of the central practices in science learning and helps deepen students’ conceptual understanding. Students should learn how to communicate ideas including procedure tests, data interpretations, and investigation outcomes in verbal and written forms through argument structure. This article presents a negotiation model to show how argument can be a vehicle to drive students to learn core ideas of density. The negotiation model consists of five phases: (1) creating a testable question, (2) constructing an argument in groups, (3) critiquing arguments publicly, (4) advancing students’ arguments, and (5) writing and reflecting individually.

Schools and informal science settings: collaborate, co-exist, or assimilate?

In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school time and formal science learning contexts. We contend that authentic science learning experiences are those where science learning happens within a social milieu and advocate for true collaborations between schools and informal settings in ways that emphasize the goals of the collaboration and strengths of each setting.

Young children's emotional practices while engaged in long‐term science investigation

AbstractIn this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social‐constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3‐year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 693–719, 2004

Diversity and equity for Asian American students in science education

Asian American students have been described as a “model minority” for their academic achievements, particularly in the natural sciences and related fields. The model minority label, however, has serious flaws and masks the learning needs of many students. This article addresses issues of diversity and equity with Asian American students in science education. The article first describes barriers as well as promising practices in science learning with Asian American students. Then, current science education reform and its implications for Asian American students are discussed. Finally, equity agenda with Asian American students in science education are proposed. In contrast to a sizable body of research on achievement tests and attitude surveys, the literature provides little specific information about effective instructional practices or programs with the Asian American student population. Science educators need to look beyond stereotypes for a better understanding of the strengths and limitations of Asian American students for science achievement, as well as ways to enhance their social and emotional adjustment. © 1997 John Wiley & Sons, Inc. Sci Ed 81:107–122, 1997.