School Science Teachers Research Articles

Science Education as a Human Right: A Systematic Review of the Literature

Basing school and university science education on an understanding of science education as a human right has been advocated by numerous authors. Broadly, the right to science education derives from the fundamental rights included in the Universal Declaration of Human Rights, namely the right to education and the right to science. The aim of the present study was to characterize the right to science education in greater detail and specify its conditions and barriers. To meet this aim, we conducted a systematic literature review entailing a bibliographic database search of the Web of Science and ProQuest and an article screening followed by a qualitative content analysis of the included publications. In doing so, we synthesized the findings of eight publications addressing the right to science education in various contexts. In this paper, we present the design and results of our analysis. The implications of our findings for future science education research are outlined at the end of this paper.

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.

AN ANALYTICAL APPROACH OF THE USAGE OF OPEN EDUCATIONAL RESOURCES (OER) BY THE TEACHERS AT BUSINESS AND HEALTH SCIENCE SCHOOLS: A CASE STUDY FROM THE UNIVERSITIES OF LAHORE DISTRICT

The goal of this study is to determine and compare the degree of OER usage, the influences on OER use, and the opinions of OER use by business school and health science school teachers at leading universities in Pakistan. Two business schools and two schools of health sciences from various institutions were included in our study. Using the questionnaire approach, information is gathered from a sample of 80 respondents from two prestigious institutions. The findings of the data show that teachers at business schools utilize digital and OER resources more frequently than those in health science institutions and possess advanced technical abilities. The teachers of business school also show more positive perceptions about the use of different OER with the lectures as supporting material than the health science schools. Keywords: Questionnaire, OER (Open Educational Resources), adherence, perception.

Research on Dynamic Design of Ideological and Political Education Based on Intelligent Algorithm

The digital civilization of human-computer coexistence has become a reality, thanks to the intelligent era. The widespread application of artificial intelligence technology in education has paved a new road for the collaborative and innovative development of ideological and political science teachers in universities and schools. In response to the problems of irregular, unprofessional, and unified resource sharing channels, duplicated, inverted, and disconnected teaching contents, and uncoordinated, insufficient, and unbalanced scientific research linkages in the integration process of university and college civics courses, the B/S three-layer architecture framework is used to build a university and college civics course teachers’ collaborative innovation platform that supports both PC and cell phone use by using jQuery, my structured query language (MySQL), hypertext preprocessor (PHP), juvenile sex offender assessment protocol (J-SOAP) crawlers, and other technologies. Teachers of civics courses can use the platform as a collaborative innovation tool. The goal of integrating resources, teaching, and scientific research of university and college civics courses is achieved, and the collaborative innovation development of university and college Civics teachers is promoted from theory to practice, thanks to the development of three major functions of the platform, namely, resource sharing, scientific research exchange, and teaching mutual assistance.

Community Based Resources as Educational Inputs in the Teaching and Learning of Agricultural Science in Public Secondary Schools in Osun State

Educational inputs such as community-based resources are important in the teaching and learning processes because they facilitate the learning of abstract concepts and ideas, keep the learners active and busy thus increasing their participation in the lesson. However, students offering Agricultural Science tends to perform poorly in their academic pursuit in terminal examination not because they do not have the mental ability to do well but because their teachers fail to use effective community-based learning resources to help them build a sense of connection that challenges them to develop intellectual and academic skills. To this end the study examined community-based resources that are available and used as well as determined whether the use of community-based resources for teaching Agricultural Science will improve the academic performance of students in selected public secondary schools in Osun State. The study adopted a descriptive survey research design. The population of the study consisted of 37,740 teachers and students in the 79 public secondary schools in Osun Central Senatorial Districts. The sample consisted of 320 respondents which included 20 high school teachers and 300 high school students selected through multi-stage sampling procedure. One self-designed instrument titled “Community-Based Resources Questionnaire (CBR-Q)” was used for the study. Descriptive statistics of simple percentage and frequency count were used to analyse the data pertaining to the research questions. The study concluded that, community-based resources are available (market places, resources persons, banks and farms) but were not in used for teaching Agricultural Science in selected secondary schools in Osun State.

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

Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education

Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable methods in science education are of great importance. However, previous studies could not sufficiently clarify the educational advantages and disadvantages of both methods and often lack adequate comparability. This paper presents two studies of direct comparisons of hands-on experiments and interactive computer simulations as learning tools in science education for secondary school students in two different learning locations (Study I: school; Study II: student laboratory). Using a simple experimental research design with type of learning location as between-subjects factor (NStudy I = 443, NStudy II = 367), these studies compare working on computer simulations versus experiments in terms of knowledge achievement, development of situational interest and cognitive load. Independent of the learning location, the results showed higher learning success for students working on computer simulations than while working on experiments, despite higher cognitive load. However, working on experiments promoted situational interest more than computer simulations (especially the epistemic and value-related component). We stated that simulations might be particularly suitable for teaching complex topics. The findings reviewed in this paper moreover imply that working with one method may complement and supplement the weaknesses of the other. We conclude that that the most effective way to communicate complex current research topics might be a combination of both methods. These conclusions derive a contribution to successful modern science education in school and out-of-school learning contexts.

Implementation of Inquiry-based Practical Activities in Natural Science Education: With Specific Reference to Primary Schools in Addis Ababa City

The study aimed to investigate the implementation of practical activities in natural science education in Addis Ababa primary schools. For this purpose, the study used a qualitative research approach. Specifically, it employed a qualitative descriptive case study design. Two purposefully selected primary schools were involved in the study. All grades seven and eight science teachers and students were the data sources in the study. The study showed that inquiry-based practical activities in science subjects are not implemented; teachers and students are not aware of the implementation of practical activities through inquiry-based strategies. There is a lack of professional training for teachers and laboratory technicians. Similarly, lack of materials and facilities, absence of motivation and guiding of students learning, lack of teachers’ commitment, absence of science and technology companies to see the practice were found to be the major factors affecting the implementation of practical activities in science classes in the primary schools under the study. Keywords : Science education, Inquiry-based Practical Activity, Primary school, Addis Ababa DOI: 10.7176/RHSS/12-5-02 Publication date: March 31 st 2022

Teachers’ Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons

Abstract: Teaching and Learning of science in basic school is recommended to be interactive in enhancing students’ conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed.
 
 Keywords: Constructivist; effective; science; teachers; teaching; resources

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.

Transforming Primary School Science Education: The Quantum Teaching Revolution

In a world characterized by rapid technological advancements and evolving educational needs, the quest for innovative teaching methodologies has never been more crucial. This research delves into the transformative potential of quantum teaching in the realm of primary school science education. Quantum teaching, inspired by the principles of quantum physics, reimagines the classroom as a dynamic arena for holistic learning, critical thinking, active engagement, and creativity. The study investigates the holistic nature of quantum teaching, emphasizing the interconnectedness of scientific concepts, and the promotion of critical thinking skills essential for scientific inquiry. It explores the practical implications of implementing quantum teaching, including curriculum design, teacher training, classroom dynamics, and assessment methods. The research reveals how quantum teaching can enhance student engagement, foster problem-solving abilities, and ignite a passion for science. It underscores the significance of this research in the context of educational improvement and the field of primary school science, as it paves the way for more dynamic and effective educational practices. This research contributes to the existing body of knowledge by introducing innovative teaching methods, emphasizing holistic learning, critical thinking, active engagement, and flexibility. It underscores the importance of creativity, interdisciplinary connections, student-centered learning, and data-driven educational improvement. By preparing students for the future, this research advances the dialogue on educational enhancement and the evolving landscape of education in a dynamic world. In conclusion, this research signifies the beginning of a new era in primary school science education, urging educators, parents, communities, and policymakers to embrace the quantum teaching frontier and unlock the potential of a new generation of scientists and thinkers.

Science teaching in upper primary school through the eyes of the practitioners

Teachers’ own voices have been partially missing in science education research on upper primary school (age 10-12). In order to examine views and experiences of teaching science, we interviewed 14 upper primary teachers. They described science teaching as fun, mainly due to the inherent practical work. The same practical work was also identified by the teachers as the main cause of stress and was therefore conducted less frequently than desired. The data enabled construction of seven teacher roles, closely connected to both their described teaching practices and views on science education. Teachers’ accounts of their science teaching speak of a varied practice with emphasis on practical work and facts, and less articulated descriptions of work to develop students’ abilities to examine and communicate science. The results provide insights into the interactions between teacher views and teaching practices which could prove valuable for improving upper primary science education.

Design My Music Instrument: A Project-Based Science, Technology, Engineering, Arts, and Mathematics Program on The Development of Creativity

Creativity is an essential factor in ensuring the sustainable development of a society. Improving students’ creativity has gained much attention in education, especially in Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. In a quasi-experimental design, this study examines the effectiveness of a project-based STEAM program on the development of creativity in Chinese elementary school science education. We selected two fourth-graders classes. One received a project-based STEAM program (the experimental group, n = 33), and the other received a conventional science teaching (the control group, n = 33) over 6 weeks. Students’ creativity was assessed before and after the intervention using a multi-method approach, including a test of divergent thinking, a story completion through the Consensus Assessment Technique (CAT), a creative self-efficacy (CSE) measure, and a group-based creative project. Moreover, all students received a test of their science knowledge after the intervention. The results showed that compared with the control group, the creativity of the experimental group students improved significantly for 6 weeks at both individual and group level, even though their knowledge in science were comparable. This result confirmed the effectiveness of a project-based STEAM educational program improving elementary school students’ creativity. Implications are discussed.

Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings

Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment, less is known about the processes that enable empowerment and their connection to learning. This case study examined co-design interactions to identify processes and conditions of empowerment in the context of designing a module to integrate Responsible Research and Innovation in elementary school science education. The co-design team consisted of seven in-service science teachers and one researcher. The main data corpus included ten face to face and online co-design meetings of over 13 hours of video, supplemented by co-design documentation, teacher interviews, and survey data. The analysis of the co-design interactions identified facilitating conditions for supporting power sharing during the co-design, which attended to socio-structural conditions to support the co-design activities and included the anticipation of real-world impact through classroom implementations. Findings suggest that teacher and researcher empowerment develop through power sharing which helps increase access to information and resources and the development of knowledge and skills, thus enabling teachers to make decisions on what and how to teach and researchers to provide just-in-time support.

Creativity in German Science Education in Elementary Schools: Preservice Teachers’ Perspective on Whether It Is Essential, Possible or Completely Unnecessary

Creativity is one of the key qualifications of the 21st century. Despite this importance, the topic plays a subordinate role in school and teacher training. The article will explore the question of what understanding and values prospective teachers have of creativity in science education. After the relevance of creativity for science education in elementary school is presented, possible definitions of creativity and divergent thinking are shown in the theoretical framework. Based on this, creativity in education and especially in science education in elementary school will be presented. This leads to the following questions: RQ1: What do preservice teachers of science education in elementary school understand by creativity? RQ2: How much relevance do preservice teachers of science education in elementary school attach to creativity for science education in elementary school? RQ3: What are preservice teachers’ views on the influence of different factors on the development of creativity and on the promotion of creativity in science education in elementary school? Preservice teachers of science education in elementary school (N = 131) from the states of Lower Saxony and North Rhine-Westphalia in Germany were surveyed. The respondents consider creativity to be important for learning in science education at elementary school. They also view creativity important not only for learning in a school context, as well as its high value in professional life in the future. Overall, the findings show that professional experience has no influence on opinions about creativity in science teaching in elementary school. Preservice teachers from the state of Lower Saxony have a somewhat more positive attitude towards the topic of creativity in science education in elementary school, although it must be said that the respondents from North Rhine-Westphalia also attach great relevance to the topic.

Journal of Scientific Temper

The term ‘Nature of Science’ (NOS) is often used to refer to distinctive characteristics of scientific enterprise and qualities of scientists. An adequate understanding of NOS is crucial for better decision-making and positive scientific attitude. Teachers are expected to develop this understanding among their students for which they themselves require understanding of various aspects of NOS (e.g. scientific knowledge is tentative or science involves creativity). In addition, they need knowledge of how learners’ misconceptions about NOS and scientists can be challenged with the help of appropriate strategies. This knowledge base of teachers is popularly referred to as ‘PCK for NOS’ (Pedagogical Content Knowledge (PCK) for teaching NOS). This knowledge base is complex. How far teachers possess it needs investigation. In the present paper, the authors have provided a review of studies revealing the status of teachers’ PCK for NOS. Firstly, teachers’ understanding of NOS is discussed. Then, the status of science teaching in schools is reviewed. Thereafter, studies specific to PCK for NOS are examined. The factors that influence the teaching of science and NOS are also highlighted. The review reveals that teachers do not understand some important aspects of NOS and hold stereotypical image of scientists. The teaching-learning of science in schools is also not satisfactory and NOS is hardly addressed in science classrooms. However, the intentions and practices of teachers for teaching NOS evidently improve with interventions. Based on the review, the paper concludes that the way science is presented in science classrooms needs to be revisited. It is suggested that Teacher Education Programmes must play their role in developing PCK for NOS among teachers and suitable instruments must be developed for measuring PCK for NOS.

Science Teaching in Schools and Scientific Temper

Science Teaching in Schools and Scientific Temper

Relationship between water chemistry and human impact on adjacent springs in urban area:Possibility as a teaching material of natural science education in Japanese elementary school

Relationship between water chemistry and human impact on adjacent springs in urban area:Possibility as a teaching material of natural science education in Japanese elementary school

Understanding the Effect of Inquiry-Based Learning Experiences on Students' Engagement and Social & Academic Success in Public School Science and Math Education

Understanding the Effect of Inquiry-Based Learning Experiences on Students' Engagement and Social & Academic Success in Public School Science and Math Education

Science Learning from the School Garden through Participatory Action Research in Nepal

Nepal's NORHED/Rupantaran project designed and developed participatory action research through school gardening. This study explored the ways for the community schools, science teachers and basic level (grade five to eight) students to foster a sense of agency in the school science curriculum through life-based experiential learning. Qualitative research design on thematic and verbatim methods are used to collect and analyze the data in this study. The findings show that school gardening activities are helpful and productive for science teaching and learning. The evidence from participatory action research experiences in actual school settings would provide new insights for policymakers to transform the school science curriculum. Further, the study findings show collaborative knowledge production through school gardening in a contextual environment, often neglected in community school science teaching and learning. The implications of the research findings could contribute to policy-level discussions about science teachers' professional development.