Secondary School Science Teachers Research Articles

Gender and/or Religiosity? – Intersectional approach to the challenges of religious women in STEM fields

This paper aims to extend the discussion on intersectionality by focusing on the intersection between gender and religiosity while addressing the main challenges which face young religious Jewish women in Israel who have chosen the STEM path. The paper is based on a qualitative narrative analysis of in-depth interviews with 45 participants (female Jewish religious students, their mothers, and secondary school science teachers). The findings revealed six structural challenges faced by young religious women in the STEM path: 1) difficulties in managing a healthy balance between family and career; 2) alienation; 3) disapprobative environmental reaction in the religious community; 4) lack of female religious role models; 5) Jewish religious traditions as a limiting factor when competing with secular counterparts; and 6) the paradox of the supportive environment in all-female religious secondary schools. According to the women’s narratives, the religiosity component in some challenges is more salient and pronounced than gender.

“A STRUCTURAL EQUATION MODEL OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK), SCHOOL CULTURE AND ICT LITERACY ON THE TECHNOSTRESS OF SCIENCE TEACHERS”

Teachers' Information and Communication Technology (ICT) literacy skills in employing teaching-learning modalities opened new avenues for making the teaching and learning process more dynamic and engaging. This study developed a model of TPACK, School Culture, and ICT Literacy Skills on Technostress of Science Teachers in secondary schools of Bukidnon Divisions in the School Year 2021-2022. The study examined teachers' best predictors of technostress, resulting in the development of a structural equation model (SEM). Descriptive, correlational, and causalcomparative designs were utilized, employing adapted survey questionnaires as instruments to obtain information from the 320 participants. Mean, Pearson Product Moment Correlation, Multiple Regression, and SEM were the statistical tools used. The results show that the level of science teachers' technostress, TPACK, and school culture was high and moderate in ICT literacy skills. Moreover, there was a positive and signicant relationship between the science teachers' TPACK, school culture, and ICT skills with their technostress. The ICT skills and school culture were predictors of science teachers' technostress. Finally, the best t model of science teachers' technostress is best predicted by ICT skills and TPACK. Hence, the model suggests the following: ICT Skills and TPACK inuence teachers' technostress; the collaborative inuence of teachers on ICT Literacy Skills and TPACK leads to less technostress; teachers' high level in TPACK with their basic level in ICT are inuential factors in their technostress, and less technostress when there is basic ICT Skills and high TPACK levels with regards to doing the new modality of teaching and learning.

Supervision of Science Teaching in Secondary Schools in Rivers State – A Rethink and Application of Scientific Supervision Model (Stoner, Freeman & Gilbert 2007)

The paper examined the current practice of schools’ supervision in Rivers State as applied to science teaching/learning. Based on the nature of science teaching which involves experimentation, demonstration, fieldtrip, guided inquiring, use of process skills and laboratory methods. The use of Personnel Supervision Model (PSM) is inadequate, exclusively for science teachers for lack of integration of supervision with respect to areas of specialization; inability to probe teacher creativity, use of process skills and verification of products of science hence supervisors should differentiate supervision strategy between the social and management science subjects from that of pure sciences. It is suggested that the Scientific Supervision Model [1] be used to assess teaching and learning of science in order to inject adequate behavioral change among supervisees and anchor science supervision specialty-specific. The Model offers probe of instructional methods, processes and management of personnel in science. Supervisors for science teaching should be trained on the proposed Scientific Supervision Model (SSM) modified for Science Supervision in Secondary Schools.

Comparative Study of Teachers and Students Perceptions towards Science Technology Society and Environment (STSE) Approach

The main aim of this study was to compare the perceptions of secondary school science teachers and students towards Science, Technology, Society and Environment (STSE) approach. Quantitative survey design was used to investigate the problem. The population of the study consisted of all Government secondary school science teachers and students in the tehsil Adenzai. By using stratified sampling technique 90 science teachers and 737 science students were randomly selected for this study. A self-developed questionnaire consisted of multiple scales were used to collect data from the respondents. The study results show significant differences between the perceptions of science teachers and students regarding the concept of STSE approach, required training skills, social context of science, and usefulness of STSE approach for teaching of science. Rank order, frequency and percentage scores showed no difference between the perceptions of science teachers and students regarding aim of science education, hindering challenges in STSE approach and suggestions and recommendations for the implementation of STSE approach. It was recommended that science curriculum may be developed on the basis of STSE approach and science teachers may properly be trained to implement this approach in classroom for teaching science subjects

Effect of Practice-Based Learning in Chemistry on Students’ Academic Performance in Rwanda

This study sought to establish the effect of practice-based learning in Chemistry on students’ academic performance in Rwanda. The study used the quasi-experimental research design. The researchers used the pretest-posttest approach whereby prerequisite knowledge of students was tested prior to treatment. Thereafter, the control group was treated in a traditional approach of teaching using lecturing method while the experimental group was trained using the practice-based learning approach. After the teaching period, which took three weeks, students were given a week to prepare for a chemistry achievement test herein referred to as posttest. Results were analyzed and compared to measure the effect of practice-based learning among students in the experimental group. The study established that the experimental group which was taught through the problem-based approach performed better than the control group which was taught through the traditional learning approach. Therefore, practice-based learning significantly improved the performance of the learners. It is recommended that secondary school science teachers should take the advantage of practice-based learning to improve students’ performance in science subjects.

Influence of high-stakes tests on teaching styles of science teachers in senior secondary schools in Nigeria

The problem of teaching styles of teachers in the science arm of secondary schools in Nigeria has been a subject of concern and discuss. Many studies have been carried out to investigate factors that affect teaching styles but very few have considered the role of high-stakes tests. This study, therefore, investigated the influence of high-stakes tests on the teaching styles of science teachers in senior secondary schools in Nigeria. Two research questions were raised and answered, and three hypotheses were formulated and tested to guide the study at a .05 level of significance. The study used a descriptive research design. A sample of 6349 students and teachers was utilized for the study. The research instrument used for data collection was the questionnaire titled: High-stakes and Teaching Styles Questionnaire (HSTSQ). The instrument was subjected to face and content validity; Cronbach Alpha reliability analysis yielded a 0.84 coefficient. The data collected were analyzed using descriptive statistics, multiple regression and independent t-test statistics. The results using multiple regression revealed that significant influence exists for the independent variable (high-stakes tests, r = 0.408, p < 0.05). The mean difference in the opinions of the respondents regarding high-stakes tests was higher for teachers (X̅ = 53.63, SD = 6.77) than students (X̅ = 52.8904, SD = 7.55), t(6347) = -2.704, p > 0.05, F = 1.322, p = .250), and there was a significant difference. In conclusion, high-stakes test factors have a significant influence on the teaching styles of teachers. Therefore, it is recommended among others, that teachers and educators should pay attention to the effects of high-stakes testing in their schools.

The cultural dimensions of inquiry-based practices: towards a comprehensive understanding

ABSTRACT Inquiry-based science teaching and learning (IBSTL) has been recognized as a powerful learning approach to develop students’ problem-solving abilities and higher-order thinking skills. Research has established cultural dimensions in determining successful implementation of IBSTL. Guided by the importance of context in inquiry, this qualitative study explored the cultural dimensions of IBSTL from Malaysian science teachers’ conceptualizations and practices of inquiry. A total of 223 volunteering primary and secondary school science teachers from Malaysian public schools were involved in answering open-ended questions to investigate the cultural dimensions of IBSTL. Data were analysed using thematic analysis approach. Teachers were found to reaffirm the following cultural aspects (maintaining social harmony, educator–learner relationship, balance in learning and failure avoidance) in the success and failure of implementing IBSTL. These cultural dimensions, namely educator–learner relationship and failure avoidance, were enacted both by the students and teachers. Thus, a successful IBSTL environment depends on both students’ and teachers’ roles that are aligned with the inquiry spirit. Therefore, unless and until the cultural influences are addressed, it can be argued that structured and guided IBSTL is the most compatible form of inquiry in the Malaysian education context and other Asian countries that share similar cultural values.

Building Pupils’ Creativity at Lower Secondary School: Science Teachers’ Perspectives in Urban and Rural Areas

This study aims to investigate lower secondary science teachers’ perspectives of teaching strategies for developing pupils’ creativity as one of the 21st-century skills in rural and urban areas. This descriptive research consisted of 110 participants who are lower secondary school science teachers in rural and urban areas from 22 provinces in Indonesia. A survey technique was employed as the method. The instruments used in this study were questionnaires, unstructured interviews, and lesson plan analyses that were validated by two experts in science education. The results showed that 33.30% of teachers prioritize the acquisition of creativity in learning. They mention science skills as the basis for gaining knowledge of concepts from learning experiences. Furthermore, lesson plans of teachers in rural and urban areas show that there is no significant difference between the number of divergent questions and the number of convergent questions in order to develop pupils’ creativity. The numbers of divergent and convergent questions are 50.90% and 49.10%, respectively. Only 2.80% of Indonesian lower secondary science teachers have the initiative to implement teaching strategies that are suitable for the circumstances of their pupils so that learning is more progressive. In conclusion, most teachers from rural and urban areas apply teaching methods from abroad without adapting these to the pupils’ circumstances. This study indicates the importance of developing a new teaching strategy that is able to raise pupils’ levels of creativity based on their conditions and the Indonesian curriculum.

Minat dan Kemahiran Guru Sains Sekolah Menengah Terhadap Penggunaan Google Classroom

The focus of this study was to examine the relationship between teachers’ interests and teachers’ skills in using Google Classroom in the learning process and science facilitation. This survey study used a simple random sampling technique to select 30 respondents in secondary schools in the Manjung district. This quantitative method uses a 5 -point Likert questionnaire. The study’s respondents consisted of 30 secondary school science teachers in the Manjung district. The tests used in this study were independent t-test and one-way ANOVA. The study results showed significant differences in interest in using Google Classroom according to the gender of teachers. In addition, the findings found there were no significant differences in Google Classroom usage skills based on teachers’ gender. The findings showed a significant difference in interest in using Google Classroom at the age of teachers. Moreover, the findings showed a significant difference in the skills of using Google Classroom with the age of teachers. The conclusions from this study show that science teachers can operate the Google Classroom well when the learning and teaching process takes place. The effect of using Google Classroom is to make the learning and teaching process in the classroom run smoothly.

An Appraisal of the Perception of Continuous Assessment Practice Among Secondary School Science Teachers in Ondo State South/West Nigeria

This study explores the perception of continuous assessment practices among secondary school science teachers. Continuous assessment is recognized as a valuable tool for enhancing teaching and learning outcomes by providing ongoing feedback and identifying student’s strength and weaknesses. However, there are challenges and misconceptions surrounding its implementation. Through a comprehensive appraisal, this study examines teacher’s perspectives in terms of gender, qualification, school type and experience. One of the findings revealed that, there is no significant difference between the perceptions of male and female science teachers on continuous assessment etc. The study offers recommendations for targeted professional development, curriculum alignment, standardization, supportive policies and collaborative practices to enhance the perception and practice of continuous assessment among secondary school science teachers. Implementation of these recommendations has the potential to improve the quality of science education and students learning outcomes. Keywords: Perception, Science Teachers, Cognitive, Affective, Psychomotor. Proceedings Citation Format Boris, O.O. Ajogbeje, O.J. & Ekiugbo, U.E. (2022): An Appraisal of the Perception of Continuous Assessment Practice Among Secondary School Science Teachers In Ondo State South/West Nigeria. Proceedings of the 31st Accra Bespoke Multidisciplinary Innovations Conference. University of Ghana/Academic City University College, Accra, Ghana. Pp 147-160 www.isteams.net/ghanabespoke2022. dx.doi.org/10.22624/AIMS/ABMIC2022P30

Strategies for Retaining Secondary School Science Teachers: A Case of Dodoma City, Tanzania

The study aimed at determining strategies by private secondary school management in retaining science teachers in Dodoma City. The study was guided by Motivation- Hygiene Theory by Frederick Herzberg. The study employed the mixed research approach and the convergent parallel research design. The targeted population had a total of 123 science teachers distributed in 18 different secondary schools, 18 Heads of school and 1 Secondary Education officer. Therefore, the total population of the study was 142 people from which, thirty (30) respondents were selected (25 science teachers, four (4) heads of schools and one (1) City Secondary Education Officer) selected through purposive and simple random sampling techniques. Quantitative data was analyzed through descriptive statistics while qualitative data was thematically analyzed. The study established that employment of appropriate strategies retains science teachers in schools. Such strategies include involvement of teachers in decision making, provision of attractive remuneration and working conditions, recognition and appreciation. Based on these conclusions, it is recommended that schools under investigation should strive to provide the identified motivating aspects for sustainable retention of science teachers in schools under investigation.

Development of A Model For the in-Service Training of Secondary School Science Teachers

The present study aimed for developing a model for in-service training for science teachers of secondary schools keeping in view deficiencies and drawbacks found in the existing model. The population consisted of 2191 secondary school science teachers of Southern Punjab and the sample consisted of 724 trainees who were imparted training under Science Education Project (SEP) in the years 2002 and 2003 from four districts Multan, Layyah, Khanewal and Lodhran that were selected by random sampling technique. The questionnaire was developed that comprised 38 items including one open-ended question regarding suggestions for improving the INSET programme. The items of the questionnaire were developed regarding various indicators like reason of participation, use of teaching method, use of A.V. Aids and information regarding the commencement of INSET. The major findings and conclusion of the study were: (i) trainees participated for their professional growth (ii) the lecture method was frequently used and (iii) trainees were informed before the commencement of the training course. They also suggested that INSET should be conducted by using modern methods of teaching at the local or tehsil level. Relevant subject teachers and highly qualified master trainers should be nominated for INSET. Descriptive and inferential statistics were applied to analyze the data. The proposed Model of INSET for secondary school science teachers was developed on the basis of findings, conclusions and recommendations.

Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria

The study adopted a descriptive survey design to examine the perception of secondary school science and mathematics teachers on professional development in Zamfara State, Nigeria. The population of the study consisted of all Science and Mathematics teachers in public secondary schools in Zamfara State. A sample of 217 respondents were drawn through purposive and simple random sampling techniques. Data were collected using a structured questionnaire. Four research questions and two null hypotheses guided the study. Analysis of data was done using descriptive statistics and z-test. The study revealed that science and mathematics teachers in Zamfara State have low level of awareness on the various types of professional development programmes and have not been participating in the programmes. They ascribed these to the lack of incentives, lack of employer support, too expensive/unaffordable and poor publicity. They also identified content knowledge and pedagogy of teaching as the two major areas they needed professional development. The two groups of teachers have no significant difference on the areas they needed professional development as well as on the barriers impeding their participation. The study recommended among others that, government should regularly sponsor teachers to attend professional development programmes and that teachers should explore and take advantage of numerous free professional development opportunities.

Irish secondary school science teachers\u2019 perspectives on addressing the COVID-19 crisis as socioscientific issues

Development of scientific literacy is a crucial aim of science education across the globe and research suggests that this can be realized through student exploration of socioscientific issues. While the COVID-19 crisis, emergency school closures and restrictions to in-class teaching, had negative impacts on teaching and on student learning and wellbeing, it also presents an opportunity to explore authentic socioscientific issues. This research explores teachers’ perspectives on addressing the COVID-19 crisis as socioscientific issues in secondary science education. This qualitative study surveyed 266 Irish secondary school science teachers about their experiences during the COVID-19 crisis. Thematic analysis was used to identify the reasons why teachers did and did not address the COVID-19 crisis as SSI. These findings were triangulated with findings from follow-up interviews. The majority of teachers in this study addressed the COVID-19 crisis as SSI. The COVID-19 crisis was explored within the curriculum, through project work and research, and through classroom discussion. Teachers described four barriers to exploring the COVID-19 crisis with their students: The COVID-19 crisis was not part of the curriculum; The lack of F2F contact made judging students’ reactions challenging; There was already too much focus on the COVID-19 crisis in everyday life and concerns over student wellbeing while discussing the sensitive topic of the COVID-19 crisis. Teachers noted that addressing the COVID-19 crisis led to benefits to student learning, health, wellbeing and hygiene.

The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform

ABSTRACT This article explores teacher discretion in the context of the English 2014 science curriculum and assessment reforms. The study positions primary and secondary school science teachers as “street-level bureaucrats” in which they are not just mere implementers of policy but instead pivotal actors with much agency. Through the analysis of questionnaire and interview data drawn from a sample of 26 science teachers in England, this empirical research advances our understanding of teachers’ discretionary decision-making considering policy change and reform. The findings indicate that discretion varied, not simply between the secondary and primary sectors, but within each key stage. With the introduction of the new curriculum, secondary teachers expressed higher levels of autonomy and more discretion teaching key stage 3 than with key stage 4 and key stage 5. Despite this, we argue that it has become more difficult for teachers to circumvent the “rules” associated with the attainment measures in the ways that were previously possible. We conclude that the embodiment of teachers as street-level bureaucrats is not perfect as the boundaries around teacher’s discretion and decision-making are heavily dependent on the school and national policy context, but it remains a useful theory in advancing our understanding of teacher.

Climate Change Adaptation Intention among Secondary School Science Teachers: Application of An Extended Model of The Theory of Planned Behavior

Climate Change Adaptation Intention among Secondary School Science Teachers: Application of An Extended Model of The Theory of Planned Behavior

Field trips in French schools: teacher practices and motivations

ABSTRACT We explored the use of field trips for educational and teaching purposes by French kindergarten, primary-school teachers and natural science teachers in secondary schools. More specifically, we studied field trips in a natural environment by undertaking a French curriculum analysis and surveying teachers. We examined the responses of 511 teachers about their practices and motivations, as well as the levers and barriers to implementing these field trips. Results showed that this practice is widespread at all years of education, and differences between years seem to be related to the curriculum. We found few differences in learning motivations (reasons/objectives and interests/specific feature) and perceived barriers between different school teachers. Indeed, the teachers’ motivations are essentially scientific and rooted in a scientific inquiry approach. Studying ‘on real’ was the interest most often cited by teachers, essentially for the purpose of scientific learning. The only notable difference we found concerns the levers for implementing the field trips: a larger proportion of kindergarten and primary-school teachers see field trips as an ideal support for environmental and sustainable development educations. These results are dependant of the French official curriculum which plays a key role in influencing the current implementation of school-organised field trips by the teachers.

Investigating the Relationship between School factors and Self-regulated Science Teaching in Secondary schools

The purpose of this study was to investigate the relationship between school factors (STRA, &PLC) with teachers’ self-regulated science teaching in secondary schools. Self-report questionnaires for PLC and SR were adapted and for STRA it was developed by the researcher. To make the instruments’ valid and reliable, it was checked by experts and pilot study was conducted. Nine (14.3%) secondary schools out of a total of 63 secondary schools found in South Gondar Zone of the Amhara Region, Ethiopia were selected randomly. After selecting the schools, all science teachers, 322 (chemistry, biology and physics) in the selected schools were taken as participants using comprehensive sampling techniques.302/322=93.8% (of which 71(23.5%) were females, 231(76.5%) were males; 32.5% chemistry;34.4% physics and 33.1% biology teachers successfully responded to the three questionnaires. Pearson correlation coefficient, multiple regression analysis and structural equation modeling analysis methods were employed. The result showed that the model was adequately fit to the data; PLC only was found a significant positive correlation, predictor and effect with teachers’ self-regulated science teaching. Whereas STRA showed low correlation and non-significant predictor and has no significant effect on teacher’s self-regulation. Implications and recommendations are indicated

The Practicing Level of Formative Evaluation among High School Science Teachers and its methods in teaching science from the point of view of the teachers themselves: درجة ممارسة معلمات العلوم في المرحلة الثانوية لأساليب التقويم التكويني وأساليبه في تدريس العلوم من وجهة نظر المعلمات أنفسهن

The current study aimed to identify the practicing Level of Formative Evaluation among high school science teachers and its methods in teaching science from the point of view of the teachers themselves, to achieve the study objectives, the qualitative approach was followed by using the observation card for the practicing of (6) science teachers for six methods of formative evaluation to measure aspects of different learning outcomes. These methods of study included: direct class questions, discussion, assignments and performance tasks, formative tests, observation, and applications. The results of the study showed that the discussion method was the most widely used among the formative evaluation methods, followed by the class questions, and that none of the six teachers used the two methods: observation or practical applications. The practices were common, and the female teachers did not use participatory evaluation methods, and they did not use self-correcting tests except for one parameter, and they did not record any evaluation activities in which peer evaluation was used. The results showed that the level of female teachers’ practices of formative evaluation methods sometimes agreed with their level of knowledge of these methods, and in other times the practices were at a lower level than female teachers’ knowledge of these methods, and the level of secondary school science teachers’ practice of evaluation methods was rarely higher than their knowledge of them. In light of these results, the researcher recommended several recommendations, the most important of which are: training female teachers to practice the methods of formative evaluation, and to include practical applications of formative evaluation within the teacher preparation programs in the faculties of education in Saudi universities.

Views of Secondary School Science, Pre-school and Primary School Teachers on Science Education with Intelligence Games

Science education is important at all educational levels, from pre-school to higher education. For this reason, in this study, it is aimed to determine the views of secondary school science, pre-school and primary school teachers on science education with intelligence games. The research was designed as a qualitative method case study. The study group was formed by random sampling method. Accordingly, a total of 131 teachers took part in the study group in 38 secondary school science, 47 pre-school and 46 primary school teaching branches. Semi-structured interview questions were developed by the researchers and teachers’ opinions were collected online. The data obtained in this way were analyzed by content analysis. As a result of the analysis, six basic themes were reached: definition, education, belief, preference, and problem and solution proposal. Regarding the science education implemented using intelligence games, most of the teachers pointed out that they did not have any education, they regarded these games as an educational tool and that these games contributed to their vocational developments. It has emerged as a solution that games are entertaining, skill-enhancing, interesting and support permanent learning, cost of games and primary school management are problems, associating games with subjects and eliminating the lack of game materials.