School Science Teachers Research Articles

INVESTIGATING THE EFFEECT OF CO-OPERATIVE LEARNING AND DEMONSTRATION METHODS ON THE ACHIEVEMENT OF JUNIOR SECONDARY BASIC SCIENCE STUDENTS IN ABUJA MUNICIPAL COUNCIL AREA

This study investigated the effect of Student Teams Achievement Division, STAD co-operative learning and demonstration methods of teaching on the academic achievement of Junior Secondary Basic Science School students in Abuja Municipal Council Area. A quasi experimental design with pre-test, post-test, experimental and control groups were used. The population of the study comprised all Junior Secondary Schools in Abuja Municipal Council Area. Three schools from which three intact classes of 191 students were randomly sampled from the 48 Junior Secondary Schools in Abuja Municipal Council Area. Basic Science Achievement Test (BASAT) which was the instrument used for data collection consists of 30 test items. Students in two experimental groups were taught using STAD cooperative learning and demonstration methods respectively while students in the control group were taught using the conventional method. Pre-test was administered to students in all groups before teaching commenced and after the teaching and experiment, a post-test was administered. Data obtained was used to analyze six research questions and hypotheses using mean, standard deviation and ANCOVA. The study revealed that students taught with STAD cooperative learning performed better in Basic science than those taught with the demonstration method. It also revealed that STAD cooperative learning method of teaching was more effective for both male and female students and for high and low ability students than the demonstration method of teaching. It was recommended among others that STAD cooperative learning be adopted in the teaching of Basic Science in Junior Secondary Schools. Keywords: Cooperative Learning, Demonstration method, Academic Achievement, Basic Science, Experimental group, Control group DOI: 10.7176/JEP/13-27-11 Publication date: September 30 th 2022

Computational literacy in science education–A systematic review

Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.

Challenges and Opportunities of Arts-Based Science Learning Among Basic Level Students amid Covid 19 Pandemic

This paper provides an overview of the emergent practices of arts-based science teaching and learning in public schools in Nepal. It also shares why arts-based science learning has emerged as a shift in teaching and learning from a dogmatic approach to arts-based learning as well as the opportunities and challenges amid COVID 19 pandemic. QUAN qual research method → was applied in this research. The questionnaire survey was used to collect the quantitative data whereas an in-depth interview was taken to collect the qualitative information in this study. 300 students have been selected randomly out of 1300 study population by using the Raosoft sample size calculator with a 95% level of confidence and with a 5% margin error. It is found that the use of figures, posters, soil and sand art, songs and drama promote the understanding of students’ science learning and their achievement score. The findings from this study are expected to encourage the Nepal government, local governments, and public schools to bring local practices into central level policies to transform the dogmatic approach to arts-based teaching and learning.

Practical Research on Infiltrating Environmental Protection Education into Science Teaching in Primary Schools

Practical Research on Infiltrating Environmental Protection Education into Science Teaching in Primary Schools

Contextualizing the philosophy of science education: Insight from China

Understanding the nature of science is conducive to establishing a correct view of science and understanding the connotation of science education and the nature of scientific inquiry. This study aims to contextualize the philosophy of science education from China’s perspective. The value, goal, and content of science humanistic education, experience in China’s science education, and regionalization for promoting the development of science education in schools have been explored in this study. In addition, both the challenges facing science education and countermeasures of science education have also been offered in the last.

The Status Quo and Reflection on Situation-Creating Method in Junior High School Science Teaching Based on STSE Education

In recent years, STSE (science, technology, society, and environment) education ideas have gradually developed and matured in science textbooks, meanwhile situation-creating is a teaching method that can effectively increase students' motivation. When conducting STSE education activities, teachers can infuse STSE education concepts by creating effective teaching situations. With the idea of combining these two to solve practical teaching problems, we analyzed the STSE contents in science textbooks, while investigating the present condition of situation creation in STSE education in a junior high school and summarizing the difficulties encountered in the implementation of STSE teaching, hoping to provide certain help for future STSE situational teaching.

Science Education Through Malaysian Animation Series

Animation is one of the multimedia elements that is able to express children's fantasies into reality. Animation is seen to be able to motivate and stimulate children's thinking in an effort to reduce the cognitive load during the learning process. Animation in science education has been used as an educational resource to support science learning for decades. However, most members of society consider animation to be merely a form of entertainment. Contrary to popular belief, animation is not just focused on entertainment alone, but also plays a huge role in the world of education. This study was conducted through a data analysis process from Miles et al. on three popular animation series published by local animation companies. An analysis was conducted to identify the elements of science education delivered through the published animated series. The results of the survey found that 33 episodes of the Upin & Ipin animated, 26 episodes of the Didie and Friends animated series and 14 episodes of the Alif and Sofia animated series contain elements of science education that can be utilized in primary school science education. This study was implemented so that community members make use of the animated series that are screened used to educate children through non-formal education as basic knowledge of science in children's daily lives. This study is also expected to give ideas to local animation companies to produce more animated series that have elements of Science education. This study is also able to help teachers to make use of the serial animations that have been published as the latest approach in the development of primary science curriculum.

The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education

It is hard to imagine biology education without the identification of the species of interest, mostly with the implementation of a dichotomous key. Digital identification keys (DIKs) have been developed and made available to teachers in Montenegro. We investigate the factors, which influence teachers’, who had applied the DIK, in their continuing intention to use them in primary schools. The modified unified theory of acceptance and use of technology (UTAUT), continuance theory, and expectation-confirmation Theories were used for the identification of the factors which influence the teachers’ decision about whether to continue to use the DIK. 232 teachers from Montenegro participated in this research. The results indicate that the perceived pedagogical impact and user interface quality has the greatest influence on teachers’ continuance intentions (CIs). Performance expectations, effort expectations and technical compatibility have a moderate influence and management support, personal innovativeness and students’ expectations have a low influence on teachers’ CI of using DIK.

Developing and Evaluating Simplified Tools for Image Processing in a Problem-Based Learning Environment for Earth Observation

Earth observation is an interdisciplinary field of application. This makes it ideal for supporting natural science education in schools. Understanding satellite data can enable students to see more than just “beautiful images”. They can gain insights into an exciting field of application of many natural- and computer science fundamentals. In recent years, interactive lessons have been produced by our working group. They address the prospects and challenges connected with the teaching of earth observation topics in schools. The principles upon which the lessons are built promote a problem-based style of learning combined with a low impact in extraneous cognitive load for the students. Advances in web technology have made it necessary for interactive lessons to be redesigned and rethought. Contemporary web technologies have been selected and combined into an application framework to fulfill the requirements of our design principles and put a greater emphasis on usability during the content creation process. To allow offline usage of the learning modules it was tested whether this can be achieved using strictly client-side image processing. This article shows that, based on the technology stack used, lessons can be created that enable pupils to analyze remote sensing data in a much-simplified way. Using those simplified methods, a classification with an overall accuracy of 78.66% was achieved. The comparison of another simplified classification using just threshold values resulted in up to 89% probability to predict the outcome of a professionally produced dataset, making the simplified methods applicable in real-world examples presented in problem-based teaching scenarios.

The Affordances of Minecraft Education as a Game-Based Learning Tool for Atomic Structure in Junior High School Science Education

Video games are a medium most students are familiar with; thus, they can be used as educational tools to meet the needs of twenty-first-century students. Given the popularity of video games with teenagers, they can be incorporated as educational tools in the science classroom. However, the affordances of using Minecraft Education (Minecraft Edu)—as a game-based learning (GBL) tool—for learning atomic structure in junior high school have not been researched. The purpose of this article was to explore the affordances of Minecraft Edu for learning atomic structure in junior high school by exploring students’ experiences of using Minecraft Edu as a learning tool. The main research question was: what are the affordances of Minecraft Edu for learning atomic structure in junior high school? A qualitative research approach underpinned by an interpretivist paradigm was adopted for this research since the purpose of this research was to explore students’ experiences. The research was conducted with a class of 20 grade 8 students who were observed and interviewed at a South African well-resourced private school. An intervention aligned with the national curriculum for state schools was designed and implemented. It was underpinned by GBL as well as social, cognitive and radical constructivist perspectives. Methodological and source triangulation were used to ensure trustworthiness. Merriam's (Qualitative research: A guide to design and implementation, Jossey-Bass, 2009) constant comparative method was used to analyse data. Findings indicated that students were motivated, interested and challenged to think critically while collaborating and that the abstractness of atomic structure was alleviated. Although not all the features of the crafting stations of Minecraft Edu might promote active, deep learning of abstract concepts, it is evident that it holds some affordances for making atomic structure less abstract for students. It needs to be further investigated which features of the crafting stations of Minecraft Edu are conducive to deep learning, as well as the extent to which they are. Future research could also focus on designing an online Minecraft-based intervention as opposed to a face-to-face intervention as well as using Minecraft Edu in learning other curriculum topics across all grades and diverse learning contexts.

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.

Pre-Service Teachers' Perspectives towards the Use of GammaTutor in Teaching Physical Sciences in South African Secondary Schools

This paper reports on introducing a techno-blended model for science teaching in South African senior secondary schools. Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens for the interpretation of pre-service science teachers' use of the GammaTutor tool in the classroom for collaboration and creativity. The study employed an interpretivist multi-case design that purposefully sampled ten pre-service science teachers. Data were collected through non-participatory classroom observation and interviews. Data were then analysed qualitatively using deductive approaches with a modified version of TPACK as an analytical framework. The study found that pre-service science teachers were enthusiastic about using the GammaTutor tool because they believed it engaged their learners in the teaching-learning process and facilitated the assessment of tasks. The pre-service teachers felt that the GammaTutor tool enhanced their instruction by expanding their access to teaching-learning resources and personalising instruction. Additionally, the pre-service teachers discussed their concerns, particularly in assisting underperforming learners and effectively utilizing inquiry-based instruction using the GammaTutor tool. Notwithstanding certain apparent drawbacks, the study contributes to our understanding of how the TPACK concept might be employed as a framework for analysis in a particular situation. More crucially, teaching and learning are founded on the thorough integration of technological tools in day-to-day classroom activities.

PENGUATAN KEMAMPUAN GURU IPA SMP DI LAMPUNG SELATAN DALAM MENGEMBANGKAN BAHAN AJAR BERBASIS PENDEKATAN SAINTIFIK DENGAN MODEL ARGUMENT-DRIVEN INQUIRY

The development of teacher professionalism must primarily be based on the individual needs of the teacher himself, in addition to the needs of the institution and group of teachers. So far, it has been indicated that teachers, especially at the SMP/MTs level, have problems in developing a scientific approach based learning program, especially in implementing it. The implementation of Science and Technology for Society (IbM) has been held to improve the understanding and skills of junior high school science teachers at South Lampung in developing teaching material based on scientific approach with the Argument-Driven Inquiry learning model. Lecturers as resource persons and education experts in the development of teacher professionalism coordinate the implementation of the program and its implementation. The results of the implementation this IbM indicate an increase in teacher understanding of the design of junior high school science teaching materials based on the scientific approach with the Argument-Driven Inquiry learning model. Teacher skills are improved, especially in compiling a Science Worksheet for Students in a Junior High School based on a scientific approach with argumentation. Therefore, the implementation of IbM carried out effectively and in accordance with the expected results.

Students’ views on what aids their learning of school science in Lagos state, Nigeria

In Nigeria, school science education is believed to be impeded by multiple issues, in part resulting from limitations on funding, but there is a dearth of research that attends to the views of learners themselves. The aim of this study was to explore the views of secondary students in Lagos, Nigeria about the school science teaching they received. A multiple case study research design was employed and semi-structured individual (n = 26) and group (n = 4) interviews were undertaken with 14–17-year-old students from four non-fee-paying, mixed-sex public secondary schools. Sampling was purposive, so that the four schools were fairly typical of secondary schools in Lagos, while the interviewed students were preparing to study science at university and follow science career pathways and included both students who were engaged in terms of their participation in class and those who appeared withdrawn. Analysis was undertaken within a theoretical framework derived partly from Vygotsky’s socio-cultural theory of teaching and learning and partly from Watkins’ theories of learning. Students articulated how certain teaching methods, such as learning with and from others in group work, using familiar examples as applications of knowledge and undertaking practical work, were felt to aid their learning of science. These views align with the sorts of approaches to teaching and learning advocated by both Vygotsky and Watkins. It was concluded that there exists quite a gap between what the students said were effective ways of their being taught science and what were often their experiences. Some of the differences are to do with funding shortages but others are to do with pedagogy and terminal assessment.

Teaching outside as third space: toward school science that acknowledges student ecological expertise

In this article, we consider the narrative reflections of elementary teacher and study co-author, Khahlela, as she recounts her difficult transition from a childhood and primary schooling filled with rich experiences in the natural world into high school and university science courses which left her feeling marginalized and lacking science expertise. Using a method we term participatory narrative to unpack Khahlela’s story, we reflect on the implications of her experiences for the way science is taught in schools. We argue that an important step in addressing the way science is taught is shifting where science is taught. Based on Khahlela’s struggles, we advocate a funds of knowledge approach to recognize students who enter school with specialized outdoor, ecological, and/or naturalist knowledge, and urge the creation of space for this expertise within science classes. We combine this approach with Third Space theory to suggest using the outdoors as Third Space for school science instruction.

Role of Instructional Materials in the Teaching of Basic Science in Primary Schools in Ilorin South Local Government Area of Kwara State

This study evaluated the availability and utilization of instructional materials in the teaching of basic science in primary schools in Ilorin South Local Government Area of Kwara State. The sample for this study comprised of one hundred (100) primary school teachers kin ten (10) selected primary schools in Ilorin south local government of Kwara state structured questionnaire was the instrument used for data collection and the instrument was face validated by the supervisor. Three research questions guided the study, the data were analyzed using simple percentage and chi-square, the researcher designed a questionnaire to carry out his research work which is termed the availability and utilization of instructional materials in the teaching of basic science in primary schools (AAUIMTBSIPS). The findings of this research work shows that there is a significant relationship between the availability and the use of instructional materials, based on these findings it was concluded that there is high extent to which the available instructional materials are utilized for teaching basic science in primary schools, there is an impact of instructional materials in teaching and learning of basic science in primary schools. It was recommended among others that; policy on instructional materials adaptation in school be reviewed and fully implemented and the need for recruitment of qualified personnel should be recruited to enhance effective utilization of instructional materials in primary schools, also non-governmental agencies and wealthy Nigerians should participate in the provision of instructional materials in primary schools. DOI: 10.7176/JEP/13-18-11 Publication date: June 30 th 2022

An Investigation of the Relationship between Prospective Teachers’ Self-Management and Self-Control Skills, Metacognition and E-Mobile Learning Readiness Perceptions

Abstract Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.

The Development of Prospective Primary School Science Teachers’ TPaCK Fostered by Innovative Science-Teacher Education

The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.

Discourse and Agency during Scaffolded Middle School Science Instruction

ABSTRACT Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society.

Application of artificial intelligence APP in quality evaluation of primary school science education

ABSTRACT Two scientific and systematic evaluation index systems are constructed for primary education APP and Science, Technology, Engineering, and Mathematics (STEM) courses. These systems are revised and confirmed through two rounds of Delphi method. The Delphi method determines an educational application (APP) evaluation index system containing four first-level indicators and thirty-three second-level indicators and a primary school STEM curriculum evaluation index system containing five first-level indicators and nineteen second-level indicators. Finally, analytic hierarchy process is used to determine the weight of all indicators to rank the weights. In the evaluation index system of educational APP, the weight of teaching design is 0. 2900, ranking the first; the weight of interactive experience is 0.1801, ranking the last. In the STEM curriculum evaluation index system, the weight of innovation practice is 0.3472, which is the maximum; the weight of independent management is 0.0879, which is the minimum. It is of great significance to promote the deepening of primary school STEM curriculum learning evaluation, improve the effectiveness of STEM curriculum teaching, and promote the healthy development of primary school education APP.