Science Education Research Articles

From product to process data: Game mechanics for science learning

From product to process data: Game mechanics for science learning

PORTRAIT OF STUDENTS' SCIENCE PROCESS SKILLS IN SCIENCE LEARNING AT ELEMENTARY SCHOOL 1 SUSUT

This study is motivated by the importance of understanding the extent to which students have science process skills, especially at the elementary school level, as one indicator of the effectiveness of science learning. The main problem studied in this study is the level of science process skills of fourth grade students at SDN 1 Susut. This study aims to find out in depth and quantitatively how these science process skills develop among 31 fourth grade students, and involves one fourth grade teacher who has an important role in the learning process. The research method includes the use of instruments in the form of questionnaires, interview guidelines, and documentation to collect relevant data. Each of these tools is very important to help in obtaining sources of information about science process skills. This data analysis method is carried out descriptively, and to measure the results of the student questionnaire, a Likert scale is used. The results of the study showed that based on the questionnaire data, the distribution of science process skills of grade IV students of SDN 1 Susut was as follows: 48.39% of students were included in the Very Good (SB) criteria, 38.71% in the Good (B) criteria, 9.67% in the Fairly Good (CB) criteria, and 3.22% in the Less Good (KB) criteria. Analysis of interviews with teachers revealed that although students' science process skills were already at a good level, further improvements were still needed to improve the quality of learning. This study is expected to be a foundation for further research and assist in the development of more effective learning methods in the future.

Interventions to Mitigate Attrition Rates in a Developing Country, South Africa

Education is regarded as a tool that is used to change the world. Institutions such as the United Nations Education Science Culture Organisation (UNESCO) were established on the premise of how important education is for individuals, organisations, societies, and the world. UNESCO is a specialised agency of the United Nations (UN) for promoting world peace and security through international cooperation in education, arts, sciences, and culture. The high attrition rate from higher education institutions is still a challenge and concern, especially in South Africa as one of the developing countries. Various factors for high attrition rates were identified, namely lack of motivation or desire to complete the qualification or a course, lack of time, insufficient prior knowledge, lack of support, and feelings of isolation among others. Despite the challenges, education is a huge investment, and the initial investment in education represents above a quarter (25%) of the eventual total educational cost. The high attrition rates suggest that the initial investment made in education is not fully realised as should be. Some of the consequences of high attrition rates are poor achievements of world peace and security aspirations. Various interventions for mitigating attrition rates do not necessarily achieve the desired results. Governments and other agencies committed a lot of resources to mitigate some of the challenges associated with attrition rates. Despite the commitments, attrition is high in many countries, especially in developing countries such as South Africa. The number of people not in education, employment, or training (NEET) is at a constant increase. Students who complete tertiary education are concerningly below targets and do not commensurate with the investment made in education. The aim and objectives of the study were to reignite the discussion about attrition rates in education given its huge investment. The study analysed the available literature, current reports, and some of the policy interventions that were developed and implemented to mitigate attrition rates. The study concluded that all parties to education must be committed to the available interventions, especially students.

Research on the Utilization of Early Childhood English Teaching Video Based on the Bilingual Background

Early childhood education is gradually utilizing English teaching videos in the context of bilingual education. There were problems encountered during the promotion process, such as the lack of scientific teaching, unsatisfying teaching effects, lack of innovation, and the inability to attract children's interest in learning. To tackle these issues, a range of measures can be proposed, such as boosting parents' trust in English teaching videos, enhancing the scientific credibility of teaching videos, enhancing the quality of teaching, and promoting children's curiosity about learning English. The study highlights the importance of shifting the focus of early childhood education, and suggests promoting the widespread use of instructional videos from both the child and parent perspectives.

Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study

AbstractThis study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers' technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program's curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a significant positive effect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confidence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These findings highlight the effectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.

Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning

In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective in enhancing student engagement and comprehension. Research has highlighted the value of simulation-based learning in fostering critical thinking and problem-solving skills. This study aimed to explore the impact of simulations, with a focus on PhET, on improving elementary students’ learning outcomes, an area that remains under-researched. The study compared the performance of two groups of third-grade students: one group learned about solubility using PhET simulations, while the other relied on traditional textbook instruction. Each group comprised fifty students. The study lasted for a two-month period. The instructional approach was investigative learning. Data were gathered through student responses to materials science questions aligned with Bloom’s Taxonomy, allowing for a detailed evaluation of their understanding and application of scientific concepts. Responses were assessed for accuracy and scored accordingly. We ran an independent-sample t-test to decide whether the difference in the mean score in science achievement between the two research groups was significant. The results showed that students using PhET simulations not only achieved significantly higher scores but also demonstrated their ability to explain their reasoning during problem-solving tasks. These findings emphasize the substantial advantages of incorporating digital tools like PhET simulations into elementary science education, as they enhance conceptual understanding and better equip students to tackle future scientific challenges. The present research results complement the previous research on using technology in the chemistry elementary classroom and add the issue of simulations to this research. The results of this study are centered on the topic of solubility. To broaden the generalizability of these findings, future research should examine the effects of simulations on student achievement in a wider range of elementary science topics.

Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children

The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The results indicated that the experimental group achieved significantly higher scores on both the science process skills test and the achievement test compared to the control group. Statistical analyses confirmed these differences, demonstrating the superior performance of the experimental group. These findings provide robust evidence of the effectiveness of environmental approach-based learning in improving science process skills and cognitive achievement. It is recommended that early childhood science educators integrate environmental approach-based learning into their science education practices to enhance scientific understanding and engagement among young learners.

Co-drawing to Learn in Science

AbstractThis article is about the pedagogical potentials and challenges of co-drawing in science education. It builds on video data from three primary school classrooms where students worked in pairs to draw some science content on a shared paper. Grounded in a sociomaterialist approach, we analyse how students, drawing tools, paper templates, visual resources, and science concepts collaborate during drawing activities. Our findings reveal that even though two students share a paper they do not necessarily negotiate their understandings of the science content they are asked to draw. For example, one student may shape a verbal and visual narrative about the science content with little input from the other, or negotiations may focus more on drawing techniques and composition than on understanding the science content. However, the article identifies a promising scenario in terms of science learning opportunities, when both students draw within a confined space on the paper. In such cases, it seems that science learning emerge while drawing and that both students are involved in a joint learning process.

Coherence and Relevance of a Master's Program in Educational Sciences

Ante la creciente demanda de profesionales altamente capacitados, este trabajo denominado Coherencia y Pertinencia de un Programa de Maestría en Ciencias de la Educación, a través de un diseño metodológico mixto y trasversal, analizó la coherencia entre diseño, implementación y desarrollo de un programa de una maestría con énfasis en diseño curricular en una universidad de gestión pública y su pertinencia para la formación profesional mediante la revisión de los documentos curriculares, de una encuesta y entrevistas a diferentes actores de la comunidad universitaria. Los resultados indican una alta coherencia entre las fases del proceso curricular y su pertinencia para los fines de la formación del profesional, e indican la existencia de una estructura programática sólida, sin embargo, se identificó una brecha en el desarrollo del plano actitudinal lo que sugiere la necesidad de fortalecer este aspecto en futuros diseños curriculares.

Integrating ChatGPT into the Inquiry-Based Science Curriculum for Primary Education

The integration of ChatGPT into an inquiry-based science curriculum for elementary school is investigated in this paper with an eye on increasing student involvement and learning results. Artificial intelligence-driven tools will help teachers enable individualized learning opportunities that foster young students’ critical thinking and curiosity. The study emphasizes the need for a solid basis in scientific education since it develops critical thinking and problem-solving abilities necessary to negotiate the natural world’s complexity. It also tackles the difficulties of using inquiry-based learning, including the pressure of standardized testing and the necessity of professional growth to provide instructors with successful approaches. The research concludes that including artificial intelligence in the classroom prepares students for a technologically driven future. It calls for careful evaluation of ethical consequences and thorough educator training to optimize its possible value. This research prepares the stage for following investigations on AI integration in different educational environments, possibly changing accepted teaching strategies.

Triple-loop learning as a framework for advancing health systems science in medical education: a transformational change approach

Purpose The American Medical Association has recently adopted health systems science (HSS) as the third pillar of medical education to provide comprehensive and holistic patient care. The purpose of this paper is to propose a novel organizational learning perspective in considering how medical schools can facilitate a transformational HSS curriculum change. Design/methodology/approach This is a conceptual paper seeking to present triple-loop learning as a potential approach to HSS curriculum change. Findings Due to its potential for structural accountability and sustainability stemming from the inclusion of diverse voices, the authors argue that HSS curriculum change, guided by the principles of triple-loop learning, is likely to lead to the development of medical curricula that are more adaptive and responsive to the constantly changing health-care landscape. The authors advocate for the deliberate inclusion of stakeholders who have historically been excluded or marginalized in the HSS curriculum change process, such as patients and those in sentinel roles (e.g. nurses, social workers). The authors also suggest an integrated, multilevel transformation that involves collaboration among medical schools, accreditation organizations, licensing boards and health-care systems. Originality/value To the best of the authors’ knowledge, this paper represents the first attempt to apply the theory of triple-loop learning in the context of HSS curriculum change. It highlights how this critical systemic learning approach uniquely contributes to HSS curriculum change, and subsequently to the necessary, larger cultural changes demanded in medical education as a whole.

Education for sustainable library infrastructure in the digital age: Analysis of library and information science curricula in South Korea

This study aims to analyse the current state of library and information science (LIS) education in South Korea and identify educational challenges in building a sustainable library infrastructure in the digital age. As libraries’ role expands in a rapidly changing information environment, LIS education must evolve. Using topic modelling techniques, this study analysed course descriptions from 37 universities and identified 10 key topics. The analysis revealed that, while the current curricula cover both traditional library science and digital technology topics, focus on the latest technology trends and practical, hands-on education is lacking. Based on these findings, this study suggests strengthening digital technology education by incorporating project-based learning; integrating emerging technologies, such as data science and artificial intelligence; and emphasising community engagement and soft skills development. This study provides insights into improving LIS education to better align with the digital era’s evolving demands.

The Polyphony Project: An Exploration of Ukrainian Musical Heritage

Abstract In the spirit of Béla Bartók and Zoltán Kodály’s work, Miklós Both has been collecting folk songs in Ukraine since 2013 with the help of an international research group. The results of the collecting trips are available in the form of a modern, user-friendly online database that supports both scientific use and public education. The collection received a lot of publicity in 2017 when the Polyphony Project website was launched. The 2022 Russo-Ukrainian War also put the enterprise in the spotlight. This review highlights the scientific and pedagogical usability and importance of the Polyphony Project.

Collapse of Pre-COVID-19 Differences in Performance in Online vs. In-Person College Science Classes, and Continued Decline in Student Learning

Studies comparing student outcomes for online vs. in-person classes have reported mixed results, though with a majority finding that lower-performing students, on average, fare worse in online classes, attributed to the lack of built-in structure provided by in-person instruction. The online/in-person outcome disparity was normative for non-major geology classes at the University of Mississippi prior to COVID-19, but the difference disappeared in the years after 2020. Previously distinct trendlines of GPA-based predictions of earned-grade for online and in-person classes merged. Of particular concern, outcomes for in-person classes declined to match pre-COVID-19 online expectations, with lower-GPA students disproportionally impacted. Objective evidence of continued decline in student learning, masked by sliding grading scales, is also presented with a long-term record of exam scores drawing from the same question pool for over a decade. Average scores remained relatively constant until COVID-19. Scores then declined in each successive year, attributed to an increase over time in the percentage of enrolled students who had been in high school during the pandemic shutdowns. At the close of 2023, exam scores showed no signs of returning to pre-COVID-19 outcomes. The negative impacts of the shutdowns, with greater impact on those who were in high school during the pandemic, appear to be due to a loss in the developmental life-skills (e.g., self-motivation, focus, critical thinking, social development) needed to thrive in college, not just reduced exposure to preparatory subject material. These results provide a global cautionary message for the management of future pandemics.

Generative AI for Data Science 101: Coding Without Learning To Code

Should one teach coding in a required introductory statistics and data science class for non-major students? Many professors advise against it, considering it a distraction from the important and challenging statistical topics that need to be covered. By contrast, other professors argue that the ability to interact flexibly with data will inspire students with a lasting love of the subject and a continued commitment to the material beyond the introductory course. With the release of large language models that write code, we saw an opportunity for a middle ground, which we tried in Fall 2023 in a required introductory data science course in our school’s full-time MBA program. We taught students how to write English prompts to the artificial intelligence tool GitHub Copilot that could be turned into R code and executed. In this short article, we report on our experience using this new approach.

Could recent advances and new perspectives in science education and conceptual change improve public understanding of science?

This perspective article explores the intersection of science education advancements and public science understanding improvement efforts, critiquing the still prevalent “deficit model” of science communication. It argues for a nuanced approach, incorporating insights from conceptual change research and the coexistence of scientific and misconceived notions within learners. Highlighting the prospects and promises of representational pluralism, it suggests strategies for science communicators to foster public engagement, emphasizing the importance of young audiences, avoiding simplistic dichotomies, and promoting critical thinking. The piece advocates for mutual enrichment between science education and communication, aiming for a well-informed, epistemologically competent public capable of navigating the complexities of scientific discourse.

Effectiveness of Web-supported Videos on Students’ Academic Achievement, Critical Thinking Skills and Three-dimensional Learning

While traditional teaching methods such as face-to-face lectures, training, and mentoring have been utilised in the educational process, the importance of web-supported materials was better underscored with the advent of the pandemic. Documentary videos, prepared with scientific data, serve as significant web-supported materials. The aim of this research was to find out the effectiveness of web-supported videos on associate degree school students' academic achievement, critical thinking skills, and three-dimensional learning in science. The study employed a pre-post-test design, a type of quasi-experimental research, involving 42 associate degree school students enrolled in a child development programme. Data were collected using academic achievement tests, critical thinking skill tests, and three-dimensional learning scales, and analysed using non-parametric techniques. The two-month training revealed that web-supported videos contributed to the academic achievement and three-dimensional learning skills of students in understanding the concepts of the moon, sun, earth, and planets, though they did not have a significant effect on students' critical thinking skills.

Hakikat Sains : Pengertian, Fungsi, dan Penerapan dalam Proses Pembelajaran

Science plays a crucial role in human life as it helps us understand the universe through observation, experimentation, and analysis. In education, science not only teaches scientific concepts but also fosters scientific attitudes and critical thinking skills in students. To make science education more meaningful, interactive, and relevant, a deep understanding of the Nature of Science (NOS) is essential. This study aims to explore the understanding, benefits, and application of scientific concepts in the teaching and learning process to shape students' scientific attitudes. Using a literature review method, this research gathers information from various relevant academic sources. The findings indicate that science encompasses elements of philosophy, sociology, history, and psychology that support scientific understanding. By understanding NOS, students will view science as a process of knowledge discovery, rather than merely a collection of facts. The application of science in education also impacts students' ability to apply knowledge in practical contexts, enhance their analytical skills, and adapt to societal changes.

Science Teachers’ Pedagogical Orientations Versus Students’ Preferred Orientations in Pakistan

Previous studies have sufficiently debated science teachers’ pedagogical orientations (PO); however, research on students’ preferred or desired orientations is scarce. This study determined students’ preferred teaching orientations in relationship with their teachers’ PO. The sample included 313 grade VIII students and 94 teachers from middle schools in Peshawar-Pakistan. Three vignettes from the Pedagogy of Science Teaching Tests (POSTT) were used to find PO. Data was analyzed using frequency count, means, and t-test. The findings revealed students’ and teachers’ preferences for didactic direct and active direct orientations. However, the choice of orientation varied with the nature of the topic. The students and teachers showed the least preference for open inquiry orientation. A significant positive correlation existed between teachers’ PO and teaching experience, and a negative correlation existed between students’ preferred orientations and academic achievement in the general science subject. Interestingly, students with higher test scores preferred teacher-centered instead of student-centered orientations. The study suggests improving teacher education programs to train science teachers in inquiry orientations and its proper integration with science content at all levels.

Supporting teacher dispositions towards translanguaging-for-learning in a Grade 9 mathematics classroom

Background: Our article argues that the role of translingual instruction in mathematics classrooms is under-recognised in South Africa, as policymakers, teacher educators, teachers, learners, and parents assume that mathematics is just about numbers and calculations and not language. This is despite findings on the value of using children’s familiar language resources in MacDonald (1991), code-switching for meaning-making in mathematics and science learning by Setati et al. (2002) and Probyn (2015), and the findings by Mbude (2019) on using isiXhosa for boosting mathematical and science skills.Objectives: The main aim of our article is to examine the role of the Languaging-for-Learning (L4L) project in fostering ‘supportive teacher dispositions’ to translanguaging and bilingual and multilingual education. We will accomplish this aim through description and analysis of one Grade 8 and Grade 9 mathematics teacher and her learners who participated in the project.Method: The study is a qualitative and interpretive linguistic ethnographic case study of a Grade 8 and Grade 9 mathematics teacher. The researchers used ethnographic methods to collect data and primarily draw on data transcribed from one of the video recordings of a lesson, fieldnotes of their classroom observations and still photographs from their classroom visits and L4L workshops. They used discourse analysis to interpret the data.Results: The research findings point to the critical role that fostering supportive teacher dispositions to translanguaging can play in teacher development and in supporting learners’ engagement and learning in multilingual mathematics classrooms.Contribution: Our contribution to the field has been in demonstrating pluriversality in mathematics classrooms, showing how translanguaging enhances meaning-making and participation and helps to give voice to learners.Conclusion: Having multilingual resources, collaboratively building knowledge and resources and team teaching with teachers played a role in supporting the teacher’s development in pedagogical translanguaging.