Science Education Research Articles

UTILIZATION OF MOTION GRAPHICS–BASED LEARNING MEDIA TO SUPPORT INTEGRATED SCIENCE LEARNING IN INDONESIAN JUNIOR HIGH SCHOOL: LITERATURE REVIEW

This study aims to determine the effect of using Motion Graphic Video-based science learning media as a supporting tool for science learning in junior high schools in Indonesia. This study uses the Systematic Literature Review method through analysis of the findings on 31 scientific articles found. The search for scientific articles is carried out through the google shcolar database with a publication range of 2010 to 2021. The technique of presenting research data is presented in the form of graphs and tables. The results showed that there was an effect of using motion graphic video media on the results and learning processes of students in the science class. The effect of using motion graphic video on the learning process can be seen in the indicators of learning interest, responsiveness, creativity, student enthusiasm, student activity, visual activity, speaking activity, listening activity, mental activity and emotional activity of students. In addition, it was found that there was an increase in student learning outcomes on indicators of cognitive abilities in the form of high-level thinking skills, scientific, critical and creative thinking, an increase in affective abilities in the form of collaborative abilities through the application of motion graphic video media. Motion graphic video media is effectively used as a tool to support science learning in junior high schools in Indonesia.

JUNIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF PROBLEM BASED LEARNING MODEL IN SCIENCE LEARNING

Problem Based Learning (PBL) is a learning approach that is often used in education in recent years. The purpose of this article is to find out how junior high school students perceive PBL model in science class and the benefits of PBL model in science learning. To find data related to junior high school students' perceptions of problem-based learning models in science classes, the researcher conducted a systematic review of several relevant sources with a period from 2014 to 2023, following the principles of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Based on the research results, it is known that the problem solving ability of students who learn using the PBL model is better than students who learn with conventional models. The results of this study prove PBL as an effective learning method for science compared to conventional teaching methods. PBL method is perceived to improve students' knowledge and communication skills. Based on several research results that have been conducted, it can be concluded that the PBL model has a positive impact on learning.

Designing Dialogic Peer Feedback in Collaborative Learning: The Role of Thinq Tank

As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, comparing two key experimental conditions: one contrasting non-dialogic PF with dialogic PF, and another comparing dialogic PF with scripted dialogic PF featuring dynamic sentence-starters and defined roles. Utilizing a quasi-experimental design, we assessed the overall impact on scientific (collaborative) learning outcomes, students’ perceptions of PF, and the composition and elements of PF dialogues. The findings suggest that the integration of dialogic PF within a CSCiL lesson series helps to boost scientific collaborative learning outcomes and increases student receptivity to PF. The study demonstrates that integrating structured support mechanisms within PF tools promotes PF dialogues in which students critically evaluate each other’s work and collaboratively think about ways to improve quality. These insights illustrate that structured, technology-supported PF can significantly advance inquiry outcomes and foster deeper collaborative learning in secondary STEM education.

Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching

ABSTRACTThis study focuses on how two school districts managed and changed the instructional core—student learning goals, instructional resources and strategies, and assessments—in their required high school biology course as they responded to new state science standards based on the Next Generation Science Standards (NGSS). Biology teachers in both districts had access to NGSS‐aligned resources for their classrooms. Interviews with teachers, district science coordinators, and union leaders revealed how district responses were affected by two institutional logics: academic logics included the criteria that teachers used to choose resources and strategies for their classrooms and professional logics included the roles and responsibilities of district professionals. Participants from District A endorsed a common‐sense experiential academic logic, which recognized teachers' obligations to meet general criteria for content coverage while using their personal experiences and values to make detailed instructional decisions. They also endorsed a professional logic of privacy and noninterference, which recognized teachers' individual autonomy in making decisions about their classroom instructional cores. In contrast, participants from District B described how district professionals empowered a course‐based professional community to make decisions about the instructional core that all biology teachers followed in their own classrooms. We examine how this strategy enabled actions consistent with an instructional improvement logic that supported an NGSS‐aligned instructional core in all biology classrooms. We consider the implications of this contrast for teacher learning in organizational settings—the focus of this special issue.

THE EFFECT OF PROBLEM-BASED LEARNING ASSISTED WITH PHET SIMULATION ON STUDENTS’ LEARNING OUTCOMES OF LIGHT AND OPTICAL DEVICES OPTICS TOPIC

This research is based on the preliminary study conducted at SMPN 16 Padang which found that students' learning outcomes in science teaching are still considered suboptimal. This is indicated by several students' scores that have not yet met the Learning Outcome Completion Criteria of 80. This research aims to determine the effect of Problem-Based Learning (PBL) model assisted by PhET simulations on the learning outcomes of eighth-grade students at SMPN 16 Padang. The type of research is a quasi-experiment with a non-equivalent control group design. The population in this study is all the eighth-grade students of SMPN 16 Padang. Sample collection was conducted using purposive sampling techniques. Thus, the research samples were obtained from students in class VIII 2 and VIII 4. The research samples consisted of experimental class applying the Problem-Based Learning model assisted by PhET simulations and control class using the conventional learning model. Data collection was conducted through tests administered before (pretest) and after the treatment (posttest) on the experimental and control classes in the form of multiple-choice questions. The obtained data were analyzed using inferential statistical analysis, and the results of the two-sample t-test for the pre-test and N-gain were 0.002 for the pre-test significance and 0.000 for the N-Gain significance, which means was rejected or there was a significant difference between the two groups because the significance value (p) was less than 0.05. Thus, it can be concluded that there is a significant influence of the application of the PBL learning model assisted by PhET simulations on the learning outcomes of eighth-grade students in the subject of light and optical instruments.

Emotional Literacy of Elementary School Teachers: A Study on Science Learning with Problem-Based Learning (PBL) and Homogeinity Psycho Cognition (HPC) Program

In the 21st century era, students learn not only to live now but also to live in the future, which is full of dynamics and the surge of globalization. Schools should strive to create a social-emotional environment that supports the development of students' emotional aspects, including by implementing relevant social-emotional learning. Emotional literacy with problem-based learning (PBL) and homogeneity psycho cognition (HPC) learning programs is an unexplored research field in Indonesia, especially in biological science learning in elementary schools and even at higher levels. This research was conducted to explore PBL programs and emotional literacy in depth. This research aims to examine the influence of the PBL learning model with HPC strategies on the emotional literacy of elementary school students in Ambon City. This research is quasi-experimental research, where emotional literacy is the dependent variable and the PBL learning model while HPC strategies is the independent variable. The research results show that there is no difference in emotional literacy between the treatment groups. This means that the implementation of the 2013 curriculum and the Merdeka curriculum in elementary schools have made positive contribution to the learning and emotional environment of elementary school students. Thus, any learning model no longer affects students' emotional literacy. Keywords: emotional literacy, PBL with HPC strategy, emotional environment, elementary schools

STUDENT’S PERCEPTION OF SCIEnNCE LEARNING CARRIED ONLINE OR OFFLINE

This research aims to see the perceptions of SMP N 1 Sawahlunto students regarding science learning which is carried out directly and indirectly. The type of research used in this research was quantitative descriptive method. And sampling technique used in this research was the proportionate stratified random sampling. The sample in this study consisted of 60 students at SMP N 1 Sawahlunto, such as 30 student of 7th grade and 30 student of 8th grade. The data collection techniques using an instrument in the form of a questionnaire. The research result shows that online and offline science learning has its own advantages and disadvantages. Even though it is one solution when offline learning cannot be implemented, online learning has many inhibiting factors, like communication tools, internet access, and learning media. This research concluded that students of SMP N 1 Sawahlunto prefer learning carried out offline compared to online.

Learning and Distributed Expertise in Community‐Based Science

ABSTRACTIn the face of growing social‐ecological challenges, multiple forms of expertise must be brought to bear in environmental problem‐solving. As such, community‐based science has been touted as a potential way to “democratize” scientific knowledge production, allowing for multiple sources of expertise to be harnessed and for learning across stakeholders to occur in new ways. The extent to which this occurs, however, is mediated by a variety of factors. Focusing on the context of a dam removal and river restoration initiative in the Western United States, we leverage community science literacy as a conceptual lens to critically interrogate if and how multiple forms of expertise are taken up through community‐based science toward the goal of watershed revitalization. Based on an analysis of empirical evidence collected from interviews, ethnographic observations, and project artifacts, we found that local residents in the watershed demonstrated robust forms of situated local knowledge that they often leveraged toward the work of science. This occurred through processes of coordination work, which were mediated by opportunities for individuals to shift between roles, the contributions of brokers and boundary spanners, and issues of power, status, and rank. While individuals demonstrated and shared their nuanced local knowledge, dominant science still structured if, when, and how this was taken up in the project. Ultimately, we suggest that leveling hierarchies in community‐based science—and affording broader publics greater epistemic agency in shaping the work of science—is key to fostering social‐ecological transformation through science learning in informal settings.

LITERATURE STUDY: STUDENTS' CURIOSITY ABOUT STEM-PBL LEARNING MODEL IN SCIENCE CLASSROOM

Problem Based Learning (PBL) is a form of problem-based learning that is given to students to apply knowledge to issues or problems as a form of problem solving. Its integration with the STEM (Science, Technology, Engineering, and Mathematics) approach can train students to apply their knowledge in making designs as a form of problem solving related to the environment using technology. The purpose of writing this article is to find out the improvement, response and impact of students' curiosity by using the STEM-PBL learning model in science class. The method used is content analysis, with the principles of Preferred Reporting Items For Systematic Reviews and Meta Analysis (PRISMA). Based on the results of this study, it shows that students' curiosity towards STEM PBL in science classes shows significant results overall because the application of hands-on activities as a learning strategy is able to form various skills and provide positive results and even increase.

Teacher experiences and understanding of citizen science in Australian classrooms

Citizen science represents an important opportunity for school students to make real-world connections with science through context-based learning with the potential to increase their engagement, enjoyment and understanding of science. However, to date, citizen science has not experienced wide uptake in school settings and there is a paucity of information about its implementation in the classroom. Here we present a mixed-method approach investigating teachers’ knowledge and use of citizen science in Australian classrooms. We explored teachers’ experience and perceptions of citizen science, and opportunities and barriers to incorporate citizen science as an educational approach through an online questionnaire. Among the teachers surveyed, 45% (n = 295) had personally participated in citizen science outside of school and 41% (n = 283) had incorporated citizen science projects in classroom lessons. Teachers (45%, n = 295) reported participating in citizen science initiatives multiple times. Also, most projects that teachers were involved in (77%, n = 292) were related to ecological studies, such as species monitoring. Citizen science was reported to be a relatively new approach; used by teachers for less than a year on average. The main challenges included a lack of knowledge, time, confidence, and clarity regarding citizen science project alignment with the Australian curriculum. Additionally, 92% of respondents said they would be more encouraged to use citizen science in classrooms if projects were aligned to the curriculum. Identifying ways to increase teachers’ openness to incorporate citizen science in their classrooms is crucial to its successful widespread, long-term, and meaningful implementation. Encouraging broader participation of teachers in citizen science based on their previous experiences could address their expectations and increase their confidence and feeling of ownership. These research findings suggest that meaningful and applicable citizen science programs could be co-created by addressing resource limitations and curriculum alignment challenges. Implementing solutions to these barriers is likely to contribute to the development of sustainable school-inclusive citizen science projects, with potential to positively impact science education in the long-term.

Examining Teachers’ Professional Learning in an Online Asynchronous System: Personalized Supports for Growth and Engagement in Learning to Teach Statistics and Data Science

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science. We paid particular attention to the features we designed into the platform to support self-regulation and personalizing the experiences to meet their preferred learning goals such as allowing for free choice of learning materials, flexibility of when and how long to engage, providing personal recommendations based on user input, internal systems to track progress, and generating certificates of completion. In this study, we used a case study with both quantitative and qualitative data to examine whether teachers had gains in meeting learning goals related to their development in teaching statistics and data science, had sustained engagement, and found the features for personalization supportive for their learning. Results showed, overall, positive growth towards meeting learning goals and making small changes towards improved classroom practice. Most teachers were generally engaged in sustained ways across the study period, though we found six different patterns of completion that highlight ways in which teachers’ goal-directed and self-regulated learning occurred within the busy schedules of educators. Several personalized features, especially the recommendations and tracking system, were highly utilized and perceived as supportive of teachers’ learning.

Responding to Generative AI

There are few technologies which have such great a potential impact on the design and delivery of tertiary education, as found with Generative Artificial Intelligence (Gen-AI). Student’s deep learning and the integrity of student assessment in particular is impacted by this emerging technology. This presentation will report on a three-cycle action research project to redesign assessments for effective learning in an Australian university Health Science (HS) faculty. Cycle 1 reviewed assessments using an innovative appraisal tool for assessments which was designed by the presenting HS academics that aligned recent Gen-AI and academic integrity guidelines from Australian institutions (Lodge et al., 2023a; Monash University, 2023; Flinders University, 2023; TEQSA, 2022; Torrens University n.d.). The tool was reviewed and improved for use in Cycle 2, which involved reviewing the remaining 16 HS subjects and designing a team-based strategy for implementing assessment reform. Cycle 3 involves implementing identified strategies for redesigning assessments across all HS subjects. We will report on the action-research methods used, including the development and use of the assessment appraisal tool, as well as the Cycle 3 early findings from the HS subjects assessment review. Results from the subsequent strategic assessment design will be presented using example assessment improvements based on the study findings. The findings highlight the need for a unified approach to assessment reform, and the potential benefits of systematic, team-based approaches to address emerging technologies. Action-research methodologies such as this one, employed with subject coordinators' involvement and training in evaluation, encourages pro-active subject quality improvement as well as scholarly thinking among university academics. This approach may be relevant to all academics interested in actively creating assessment reform amid the transformative education environment precipitated by the use of Gen-AI.

Useless Math – The Complex Untold Story

If you don't understand mathematics, ask yourself if I'm right, because others don't understand mathematics either. By useless mathematics we mean incomplete mathematical spaces of a classical 3D+t variety that are inadequate for generating well-defined definitions and hypotheses as well as time-dependent partial differential equations. The current classical discrete 3D+t space PDE, in which time is an external controller and not integrated into the 3D geometric space, cannot be integrated digitally. This space is logically incomplete and misleading in the production of definitions and hypotheses as well as in the resolution itself of time- dependent PDEs. No wonder these definitions/assumptions are ugly and result in weak or intractable mathematics, leading to all kinds of misunderstandings, from horrible notations to undisciplined length of theorems containing a considerable amount of black magic and ending with a gray nature of the mathematical result obtained. In this article we present some of the most catastrophic inaccurate assumptions existing in current classical mathematics, resulting from the use of 3D+t manifold space to specify initial conditions, boundary conditions and the source/sink term. Fortunately, these inaccurate assumptions that start with an ugly space for boundary conditions, initial conditions and source/sink term can be spotted and analyzed via 4D unitary numerical statistical theory called Cairo techniques in the format of transition chains of matrix B to complete what is missing. In other words, we present how to spot some of the ugliest mathematical conclusions of classical 3D geometry plus t as an external control numerical space, and then show how to correct them via the 4D unit space of statistical transition matrix chains. By complex and untold history, we mean that useless and misleading mathematics dominated scientific research and education throughout the 20th century, so much so that the accumulated legacy of misconceptions became a huge, complex mountain, almost impossible to eliminate. Fortunately, the numerical theory of Cairo techniques and the Laplacian theorem constitute an advanced and exhaustive form of the energy continuity equation and thus can create new logical mathematics. This is also the case of the famous Schrödinger time- dependent PDE.  The Laplacian theorem is one of the most important products created by the numerical statistical theory called Cairo techniques. In previous articles we introduced and briefly explained the so-called Laplacian theorem in the 4D x-t unit space, while in this article we highlight its importance and how it can generate new mathematics in more detail. The Laplacian partial differential equation that interests us is the one having a well-defined exclusive form and living in an isolated sample spatial control volume surrounded by a closed surface (A) and subject to Dirichlet boundary conditions. This very particular case of Laplacian PDE is always treated mathematically in a classical D^4 variety which is lazy and misleading. Finally, this article collects, studies, identifies and analyzes the dozen most common current useless mathematical events and presents an effective and adequate alternative.

Adoption and Impact of ChatGPT in Computer Science Education: A Case Study on a Database Administration Course

The irruption of GenAI such as ChatGPT has changed the educational landscape. Therefore, methodological guidelines and more empirical experiences are needed to better understand these tools and know how to use them to their fullest potential. This contribution presents an exploratory and correlational study conducted with 37 computer science students who used ChatGPT as a support tool to learn database administration. The article addresses three questions: The first one explores the degree of use of ChatGPT among computer science students to learn database administration, the second one explores the profile of students who get the most out of tools like ChatGPT to deal with database administration activities, and the third one explores how the utilization of ChatGPT can impact in academic performance. To empirically shed light on these questions the student’s grades and a comprehensive questionnaire were employed as research instruments. The obtained results indicate that traditional learning resources, such as teacher’s explanations and student’s reports, were widely used and correlated positively with student’s grades. The usage and perceived utility of ChatGPT were moderate, but positive correlations between students’ grades and ChatGPT usage were found. Indeed, a significantly higher use of this tool was identified among the group of outstanding students. This indicate that high-performing students are the ones who are using ChatGPT the most. So, a new digital trench could be rising between these students and those with a lower degree of fundamentals and worse prompting skills, who may not take advantage of all the ChatGPT possibilities.

The Role of Formal Methods in Computer Science Education

The Role of Formal Methods in Computer Science Education

Analyzing students’ systems thinking in-situ through screencasts in the context of computational modeling: a case study

AbstractIn our interconnected world, Systems Thinking (ST) is increasingly being recognized as a key learning goal for science education to help students make sense of complex phenomena. To support students in mastering ST, educators are advocating for using computational modeling programs. However, studies suggest that students often have challenges with using ST in the context of computational modeling. While previous studies have suggested that students have challenges modeling change over time through collector and flow structures and representing iterative processes through feedback loops, most of these studies investigated student ST through pre and post tests or through interviews. As such there is a gap in the literature regarding how student ST approaches develop and change throughout a computational modeling unit. In this case study, we aimed to determine which aspects of ST students found challenging during a computational modeling unit, how their approaches to ST changed over time, and how the learning environment was supporting students with ST. Building on prior frameworks, we developed a seven-category analysis tool that enabled us to use a mixture of student discourse, writing, and screen actions to categorize seven ST behaviors in real time. Through using this semi-quantitative tool and subsequent narrative analysis, we found evidence for all seven behavior categories, but not all categories were equally represented. Meanwhile our results suggest that opportunities for students to engage in discourse with both their peers and their teacher supported them with ST. Overall, this study demonstrates how student discourse and student writing can be important evidence of ST and serve as a potential factor to evaluate ST application as part of students’ learning progression. The case study also provides evidence for the positive impact that the implementation of a social constructivist approach has in the context of constructing computational system models.

Implementing Transparency in Learning and Teaching in Higher Ed in Speech Science Coursework: A Tutorial

Purpose: Transparent Instruction in Learning and Teaching in Higher Ed (TILT Higher Ed) is an evidence-based teaching method that can be used in Speech Science teaching to facilitate success of all learners. In addition, TILT Higher Ed has been found to provide an inclusive learning environment and promote belonging in the classroom context. Conclusions: The goal of this tutorial is to provide background information, a rationale, and a guide for implementation of the core principles of TILT Higher Ed into Speech Science coursework, which includes Transparent Assessment Design and Transparent Teaching Methods. A case will also be made for an overall shift of increased use of inclusive teaching methods within undergraduate communication sciences and disorders courses.

THE DEVELOPMENT OF PROJECT BASED LEARNING E-MODULE ABOUT STRUCTURE AND FUNCTION OF LIVING CREATURES TOPIC

The general background of this research is the limited teaching materials equipped with project-based learning assessment instruments as recommended in Kurikulum Merdeka. The purpose of this research is to produce a Project Based Learning (PjBL) based e-module on the structure and function of living creatures topic that is valid, practical and effective.The type of research used is Research and Development (R&D) with 4-D model’s consisting of the stages of defining, designing, developing and disseminating. However, this research was only untill the development stage due to time constraints. The research instruments consist of teacher questionnaires, student questionnaires, validity test questionnaires, practicality test questionnaires, and effectiveness test questionnaires. The data obtained was analyzed using a formula to analyze the results of validity, practicality and effectiveness tests. The research results show that the PjBL-based e-module developed is valid with an average 88%. The level of practicality is practical with an average 88%. The level of effectiveness is effective which is 84% ​​on average. Based on the research results, it can be concluded that the PjBL-based science learning e-module on the material Structure and Function of the Body of Living Creatures meets the valid, practical and effective categories.

Development of Puzzle Learning Media based on Local Wisdom of Maluku Culture in Teaching Social Science Learning in 4th Grade Students of SD Negeri Leahari

This study aims to design learning media in the form of puzzles based on the local wisdom of Maluku culture and test its feasibility. The research was done using R&D method by adapting the ADDIE model—namely Analysis, Design, Development, Implementation, and Evaluation. The results of the validator’s assessment of the puzzle obtained an average percentage of 92.5% by media experts in the category “Very Feasible” to use in learning activities. The results of the response from the teacher obtained an average percentage of 97.2% with the category “Very Feasible to Use”, while the responses from students showed the category “Very Feasible” to use with an average percentage of 91.5%. The box-shaped puzzle consists of pieces of arrangeable images that display the cultural diversity of Maluku and is made from natural materials, namely sago tree fronds or ’gaba-gaba’. The cultural diversity material contained in this puzzle includes traditional houses, clothing, and dances from Maluku Province. The puzzle was designed using Canva and Adobe Illustration. In conclusion, puzzle learning media with Maluku’s local wisdom-based is very feasible to use in learning to help teachers teach about “Cultural Diversity”. Keywords: Learning Media, Puzzle, Local Wisdom, Maluku Culture

THE INFLUENCE OF DIGITAL COMICS ON STUDENTS’ LEARNING OUTCOMES

This study aims to determine whether or not there is an influence of digital comics on the science learning outcomes of fifth grade elementary school students on single substance and mixed substance material. The research method used was quantitative with true experimental and was designed using a Pretest-Posttest Control Group Design research design. The sample size for the research was 58 students who were divided into 2 groups, namely class V.A, which had 29 students as the experimental class and class V.B, which had 29 students as the control class. levence statistics, hypothesis testing using the t-test stated that both classes showed an rcount7.588 >ttable 1.672and the sig (2-tailed) value shows 0.000 < 0,05of So it can be concluded that Ha is accepted. Based on this research data, it can be proven that there is an influence of digital comics on the science learning outcomes of fifth grade elementary school students in single substance and mixed substance materials.