School Science Research Articles

ECR Spotlight – Luis Kuchenmüller

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Luis Kuchenmüller is an author on ‘ Hyperoxia disproportionally benefits the aerobic performance of large fish at elevated temperature’, published in JEB. Luis is a PhD student in the lab of Timothy Clark at School of Life and Environmental Sciences, Deakin University, Geelong, Victoria, Australia, investigating thermal effects on the cardiorespiratory oxygen supply in fish.

The Effects of Looping on Undergraduate Students’ TESOL Knowledge Acquisition and EFL Teaching Career Preparation: A Qualitative Case Study

Looping is an educational policy in which a teacher teaches the whole or part of the same class in consecutive years. It is advocated as one of the most useful 21st century instructional strategies. Research has reported that looping results in greater success in students’ learning of some school subjects, including mathematics, sciences, languages, and social sciences, while it is also claimed to be instrumental in fostering students’ appropriate behavior. However, studies on looping in higher education are scarce. Our study aimed to understand the effects of looping of a TESOL teacher educator on pre-service EFL teachers’ academic achievements in TESOL education and their career preparation for EFL teaching. We designed a case study to understand the looped students’ real-life experiences. The qualitative data were collected from three sources: documents, semi-structured interviews, and field notes (observation) for data and method triangulation. The data were analyzed using Williams and Moser’s (2019) qualitative data coding and following phenomenological reduction, bracketing (Dornan et al., 2005), and essences (Ganeson & Ehrich, 2009). The findings showed that the looping of a proficient, experienced, and effective TESOL lecturer results in the success of undergraduate students’ acquisition of TESOL skills, and in developing their readiness for career start in EFL teaching.

Can Web-Based AI Be Implemented in the Middle School Science Classroom? A Critical Review

Can Web-Based AI Be Implemented in the Middle School Science Classroom? A Critical Review

Gender Differences and Similarities in High School Science Performance— What Do Item Response Patterns Tell Us?

ABSTRACT The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches – differential item functioning, differential distractor functioning, and decision tree analysis – we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are girls. Our findings confirm no significant gender differences in overall science performance. However, we identify differences in the incorrect distractor responses between females and males, especially on items that require spatial thinking. This suggests that while males and females perform similarly on this science assessment, they may approach certain types of questions in different ways. Our study provides a nuanced investigation of gender differences and similarities in science performance. It highlights the importance of considering specific aspects of science assessments, such as spatial thinking, when examining performance patterns between males and females.

Gender and Subject Domain Differences in Academic Performance among Pre-service Teachers of Isa Kaita College of Education Nigeria

This research intends to investigate gender differences in academic performance among NCE students in the School of Sciences, Isa Kaita College of Education in Dutsin-Ma. The population of the study comprises of 654 (male 433 and female 221). The study used a quantitative correlational study to establish relationships between gender and subject domain. Two indicators; questionnaire and the students' CGPA results obtain during NCE 1 and NCE 11. This study examined the gender and subject domain differences and the academic performances of pre-service teachers across all the school departments. The study is quantitative. All the departments in the School of Science were involved through a clustered random sampling. An independent sample t-test and Pearson Moment correlation (PPMC) were employed for the data analysis in the study. Results have shown that the mean CGPA for males was slightly higher than that of females, although the difference is not statistically significant. Similarly, there was no statistically significant difference in the subject domain scores between genders. Correlation analysis showed no significant associations between gender and subject domain scores. On the other hand, CGPA showed a very strong positive association with each other, meaning as the CGPA increases, the better one's overall academic achievement. The findings indicate that gender does not determine academic performance among pre-service teachers; rather, GPA is instrumental in predicting success in educational outcomes.

Understanding Barriers to STEM: Teachers' Insights on African American Underrepresentation

This study focuses on the development of a measurement instrument to identify Middle and High School mathematics and science teachers’ beliefs about the main factors of underrepresentation of African American students in STEM (Science, Technology, Engineering, and Mathematics) fields. The research method using the stages of instrument development were (1) test design which involved construction of initial item pool by conducting extensive review of literature and coding of participating teachers personal statements (2) determination of validity which involved expert review process to confirm construct and face validity of items, (3) pilot testing which involved collecting data from a second set of participants, (4) determination of reliability which involves conducting a reliability analysis based on data collected from pilot testing and (5) determination of factorial structure which involved Exploratory Factor Analysis (EFA) to identify underlying factors in participating teachers’ belief structures. First, to obtain trustworthy information, voluntary middle and high school mathematics and science teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Secondly, qualitative data obtained from participating teachers’ personal statements were coded. Coding was applied to identify and to group the phrases or sentences that convey the same or similar reasons. Then results from an extensive literature review on this topic were blended in teachers’ common expressions which were determined because of coding procedure. Then 8 content experts assessed content validity and face validity. Finally, the survey was piloted to African American middle and high school mathematics and science teachers. Fifty-three (53) surveys were completed and received back from teachers. Then, exploratory factor analysis was conducted to identify any underlying factors in the scale. Reliability analyses were also conducted for both the entire survey and for each of the factors. Results of the study suggested four underlying components: (1) Access and Resources, (2) Role Models and Representation, (3) Bias and Discrimination, (4) Curriculum and Pedagogy.

Deciding on “next steps” together: Using progress guides to better differentiate feedback for all in diverse middle school math and science classrooms

While researchers and practitioners have long known that differentiating formative feedback (FF) is a requisite for creating more equitable learning opportunities for students, less is known about how teachers plan for, enact, and reflect on differentiated FF dialogues with students individually, in small groups, or as a whole class—a lens on practice we refer to as “configurations”. This empirical, qualitative case study used a new FF framework to explore how middle-school math and science teachers engaged in FF dialogues with students in different configurations, modalities (written, spoken, nonverbal feedback), and directionalities (teacher-driven, peer-to-peer-driven, self-driven feedback). Findings from analyses of classroom videos, transcripts, and reflections on the use of criterion-referenced assessment tools, including a tool called a “progress guide”, found participants engaged in differentiated FF conversations with students more frequently when using scaffolds/tools. Teachers reported more confidence when using progress guides to launch one-on-one and small-group discussions of “first-draft” responses to tasks. The use of progress guides in student-driven self-assessment protocols also increased teachers’ sense of self-efficacy in providing differentiated feedback during class time. Results showed that equity-oriented feedback exchanges in high-needs schools centred on visible boundary objects such as progress guides helped teachers and students plan “next steps” with purpose and intention.

Analysis of the Training Needs for Science Teachers in Classroom Assessment at Secondary Level

The purpose of the study was to explore the perception of Science teachers and school Principals about the training needs of science teachers in classroom assessment practices at the secondary level in two sampled districts of Malakand division. The population of the study comprised the science teachers and principals of two districts Swat and Malakand. The study was descriptive and quantitative. The data were collected by using survey questionnaires and analysed by using appropriate statistics through SPSS version 26. The results indicated that both science teachers and principals were not satisfied with science teachers’ classroom assessment practices and added that they may need intensive training in classroom assessment practices at the secondary level. Therefore, it was recommended that the science teachers should be trained in theory and classroom assessment practices for continuous formative assessment and feedback.

Impact of Alternative Learning Activity Program on Student Leadership Development in a Science, Technology, Engineering, and Mathematics School

This study explored the impact of the alternative learning activity (ALA) program offered in the Philippine Science High School-Ilocos Region Campus toward students’ leadership abilities. A mixed-methods approach was used to conduct the study through a survey of 132 student leaders affiliated with ALA clubs in the years 2022 to 2024. The results indicated that the participants exhibited strong expertise in communication, critical thinking, character development, citizenship, diversity appreciation, global understanding, and skill development in the measured indicators, suggesting that the ALA program is effective in producing well-rounded leaders. The findings also showed that almost all dimensions of leadership qualities exhibited the strong positive relationships between indicators, indicating their significant relationship and hinting that effective leadership is multidimensional. In ALA clubs, it was found that excellent leadership practices include providing diverse learning opportunities (kataguyod), offering targeted skill training (katuwang), offering mentorship and peer support (kaagapay), provision of leadership support (kalakbay), and inclusivity enhancement (kabahagi). These are beneficial practices, not only instill skills among the members but they also promote personal development. These findings show the importance of specialized leadership training in preparation for varied leadership roles.

Mathematics Performance and Polya’s Method in Problem Solvin

The perpetual challenge of uncertain problem-solving skills among local education administrators is underscored by data from a public science and technology high school despite being a performing public science high school, students have been still struggling to enhance their critical thinking skills, posing an unceasing issue. The purpose of this study is to determine the impact of Polya's four-step method on the Grade 9 students' performance in mathematics. Utilizing a one-group pretest-posttest design, the researcher aimed to determine which aspects of Polya's method improved students' mathematics performance. The data analysis indicated a significant improvement in students' problem-solving performance using Polya’s four-step method from pre-test to post-test. This study reaffirms that Polya’s method helps students develop a structured way of thinking and solving problems, which is fundamental for their mathematical development.

Development of Educational Monopoly Learning Media in Science Subjects to Improve Students Learning Outcomes

Student interest in learning will increment in the event that the educator utilizes different learning media than expected. This research and development mean to develop and test the feasibility, and effectiveness of educational monopoly learning media in grade V elementary school science subjects. This study used the Borg and Gall model. Data collection techniques use tests (pretest-posttest) and non-tests in the form of observations, questionnaire interviews, and document data. The results of validation by media and material experts show that the media has met the very valid criteria with percentages of 88.69% and 93.33% respectively. Based on thes results pretest-posttest, is known that educational monopoly learning media is effective in improving learning outcomes, shown by the results of an increase in the average pretest score of 54.67 to 80.33 at the time of the posttest and the results of the N-Gain test obtained a value of 0.58 with the medium classification. In light of the aftereffects of the questionnaire, the response of teachers and students received a very positive response. So, it can be concluded that the educational monopoly learning media is effective in improving science learning outcomes and is suitable for use in class V learning at SDN 03 Mereng

An innovative approach in middle school science courses: effects of collaborative augmented reality activities on motivation, cognitive load, and satisfaction

ABSTRACT This study examines the effects of collaborative augmented reality activities supported by the 5E teaching model on students’ motivation, cognitive load, and satisfaction levels in a science course. In this context, explanatory design, one of the mixed research methods, was used in this study. The research process was conducted with 18 sixth-grade (5 girls and 13 boys) students studying in a private school for four hours a week for four weeks in a science course. In the quantitative dimension of the study, the effects of collaborative augmented reality activities were examined using one group pretest-posttest design through questionnaires and scales, and student views were evaluated through semi-structured interviews as a result. The quantitative data analysis used the Wilcoxon signed-rank test and descriptive statistics methods. Qualitative data were analyzed through the content analysis method. As a result of the study, it was observed that collaborative augmented reality activities positively affected students’ motivation and satisfaction levels in the science learning process. In addition, collaborative augmented reality activities contributed to balancing the cognitive load. In this regard, it can be asserted that students’ learning processes can be made more effective using collaborative augmented reality activities, especially in teaching complex science subjects.

Developing and implementing an Einsteinian science curriculum from years 3–10: B. Teacher upskilling: response to training and teacher’s classroom experience

Abstract Recent years have seen a growing interest in modernizing school science curricula to reflect the discoveries in physics since 1900, especially with the recent broad recognition of the importance of quantum physics in the modern world. Much effort has been expended in the development of appropriate teaching instruments for teaching Einsteinian physics in schools, but less effort on the crucial topic of teacher professional development. Successful curriculum innovation requires teacher professional development. This paper reports an analysis of teacher professional development for practising primary and secondary teachers who were upskilled as part of a process for implementing an 8-year Einsteinian curriculum across 38 primary and secondary schools in Australia. Most participants had little prior knowledge of Einsteinian physics. Using self-assessment through questionnaires and interviews, combined with classroom validation, we show that three different professional development programs led to high levels of content knowledge and confidence to teach Einsteinian physics in classes from Year 3 to Year 10. The analysis presented supports our conclusion that it is feasible to upskill teachers from diverse backgrounds in Einsteinian physics and break the cycle that has inhibited the modernisation of school curricula.

Differentiated instruction science learning for intellectually disabilities pupils at an inclusive primary school: A case study

Differentiated instruction (DI) is an approach to learning that allows teachers to meet the unique needs of pupils in the classroom. This study aimed to explore the extent to which DI is implemented in learning to improve the science process skills (SPS) of Intellectually Disabilities (ID) pupils in inclusive primary school education. This research was of the qualitative study type with case study design in 5 inclusive primary schools in Indonesia. The subjects of the study were five teachers who had experience teaching in inclusive primary schools. The sampling method used was purposive sampling, while the data collection the technique used is an in-depth interview. For data analysis techniques, content analysis and descriptive qualitative analysis were used. The results showed that teachers still face challenges in implementing DI for ID pupils in science subjects in inclusive primary schools, despite efforts to understand and implement DI, teacher readiness is still limited, especially in terms of: 1) planning the implementation of learning according to the needs of ID pupils; 2) plan teaching materials that are in accordance with the abilities of ID pupils; 3) lack of DI-related teacher training and coaching in inclusive primary schools. The implication of this study is the need to increase teacher readiness in implementing DI effectively for pupils with special needs, especially in science in inclusive primary schools.

Outcome-based education enhances the innovative capabilities of biological science undergraduates in the context of new engineering

In the context of new engineering, it is of great importance to enhance the innovative capabilities of biological science undergraduates receiving higher education. We conducted a questionnaire survey at the School of Life and Environmental Science, Hangzhou Normal University to examine the current situation of undergraduates' innovative capabilities. We explored the teaching reform in biological majors based on outcome-based education (OBE) from teaching innovation, tutorial system establishment, and dual integration of research-education and production-education. Furthermore, an empirical study adopting the Williams's Creativity Assessment Packet highlighted that the OBE-oriented teaching reform effectively fostered students' creativity and laid a foundation for enhancing their innovative capabilities. This study provides valuable insights for cultivating innovative talents majoring in biological sciences in universities.

The Relationship between Parenting Patterns and Learning Independence on Learning Outcomes of Elementary School Science Content

Problems in Grade IV of the Kartika Cluster State Elementary School, Blora Regency, show that science learning outcomes are still low. Based on interviews with teachers, it is hypothesized that factors that affect learning outcomes include Parenting and Learning Independence. The objectives of this study are: to examine the relationship between Learning Independence and science learning outcomes; to examine the relationship between Parenting Styles and science learning outcomes; to examine the relationship between Learning Independence and Parenting Patterns on students' science learning outcomes. This study uses a quantitative method with a type of correlation research. The results of the study showed: there was a positive and significant relationship between Parenting and Science learning outcomes with a contribution of 71.50%; there is a positive and significant relationship between Learning Independence and Science learning outcomes with a contribution of 70.80%; there was a positive and significant relationship between Parenting and Learning Independence together on students' science learning outcomes with a contribution of 73.10%. The conclusion in this study is that there is a positive and significant relationship between Parenting and Learning Independence on the learning outcomes of science students in Grade IV of the Kartika Cluster State Elementary School, Blora Regency. The suggestion in this study is that students are expected to be able to optimize the existing Learning Independence and Parental Parenting Patterns to improve learning outcomes.

Design Thinking for Innovative Learning: Crafting a Collaborative Activity Package to Enhance Teamwork Skills in Science Education

This study aims to enhance teamwork skills among lower secondary school science students through a Learning Activity Package (LAP) using the design thinking process. The research evaluates the experiences of science teachers and students to identify areas for improvement in teamwork skills, which is achieved through interviews and observations in the Empathise Define phase. Insights from this phase are used in the Ideate Prototype phase to develop and refine collaborative learning activities, focusing on communication, collaboration, and problem-solving. Rooted in cooperative learning theory and utilising a design thinking framework, the study employs a user-centred approach with tools like personas and user journey maps. The project, through expert evaluations and an iterative design process, aims to contribute significantly to the development of teamwork skills, preparing students for future workforce demands.

Investigating middle school science teachers’ stock-flow, causal-loop, and dynamic thinking skills with scenario-based questions

ABSTRACT In recent years, the world has been facing many serious and complex problems, such as climate change, clean energy, and health problems. More comprehensive, holistic, and interdisciplinary approaches are needed to address such complex and global problems. The systems thinking approach in education provides a holistic approach that focuses on the interactions and relationships among components within complex systems at different levels. This study aims to investigate the systems thinking skills of science teachers using three scenario-based questions related to stock-flow thinking, causal-loop thinking, and dynamic thinking skills. The eight middle school science teachers were the participants of the study. Data were collected through online interviews, the qualitative content analysis was used to analyze the data. The results showed that teachers had varying levels of ability to think in terms of stock flows, to think dynamically, and to think in terms of causal loops in the context of domain-general scenario-based questions. The results of the study suggest that the systems thinking and system dynamics approach inherent in science education can be incorporated into teacher training curricula and workshops to improve teachers’ systems thinking skills.

In Case You Haven't Heard…

A new study has found that engaging in creative activities can significantly boost well‐being by providing meaningful spaces for expression and achievement, CNN reported on Sept. 15. “Options such as knitting and drawing require very few tools and can be engaging and creatively fulfilling activities,” said Dr. Helen Keyes, cognitive psychologist and head of the School of Psychology and Sport Science at Anglia Ruskin University, and study author, via email. Although prior studies have shown that creating arts and crafting is therapeutic for people with mental health conditions, the general population has been understudied, according to the study, which was published in Frontiers in Public Health. The researchers analyzed a sample of 7,182 participants living in England (age 16 and older) from the annual Taking Part survey conducted by the U.K.'s Department for Culture, Media, and Sport, which explores how the public engages with these activities. Participants' reported happiness, life satisfaction and sense of their lives being worthwhile were positively correlated to participating in arts and crafts, but arts and crafts were not associated with decreased anxiety or loneliness, which requires further investigation.

XÂY DỰNG VÀ SỬ DỤNG TÀI LIỆU TỰ HỌC CHO SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC RÈN LUYỆN NĂNG LỰC DẠY HỌC TÍCH HỢP

This study aims to build self-study materials to guide pre-service primary teachers to design integrated topics and apply them in teaching science. Thereby, we aim to contribute to the formation and development of integrated teaching capacity in the current context of program renewal. The article presents the principles and process of document development, introduces the content of the document, and demonstrates how to use materials to support learners in developing their cognitive abilities and the ability to design integrated lessons in Science at the Primary level. To assess the content, form, meaning, feasibility, and practicality of the document, the article uses the content analysis method through a questionnaire consisting of 5 open questions to process data for opinions of 8 experts and uses descriptive statistics for 56 teachers and 17 4th year learners via a questionnaire consisting of 17 closed questions employing 5-level Likert scale. The material is highly appreciated for its scientificity, feasibility, content, form, and meaning and can be used by students as a reference source in developing subject-teaching competence integrated into teaching Science in primary schools