Science Teaching Practices Research Articles

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.

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students’ analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students’ analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

Effectiveness and Equity in Primary Science and Mathematics Education in the Nordic Countries: A Review of the Book by Teig et al. (2024)

How effective is science and mathematics teaching in the Nordic countries? And how equitable is it? These are central questions of the book Effective and equitable teacher practice in mathematics and science education: A Nordic perspective across time and groups of students by Nani Teig, Trude Nilsen, and Kajsa Yang Hansen. In a collection of articles, the TIMSS data from 2011 to 2019 from the Nordic countries except Iceland are analysed using a quasi-longitudinal approach. The analyses show that equity in science and mathematics education is increasingly challenged, thereby endangering the Nordic model in education. It is a must read for policy makers and researchers who seek to make the education systems of the Nordic countries resilient in face of present and future challenges, to ensure equity and quality education.

“I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities

AbstractExplicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture‐setting unit focused on the science of COVID and engaging in collaborative inquiry cycles to identify and refine justice‐centered ambitious science teaching (JuST) practices in classrooms. These JuST practices are conceptualized as a synthesis of justice‐centered pedagogies and ambitious science teaching. To accomplish our research aims, we drew on qualitative methods, where we relied on transcribed video recordings of 21 PLC meetings and three transcribed end‐of‐year focus group interviews of two PLCs (i.e., 13 secondary science teachers, mostly white) across a year‐long period. As a result of our analyses, we identified how professional learning arranged through PLCs, culture‐setting units, and collaborative inquiries supported professional JuST identity development by, among other affordances, providing space for the critical and emotional work of learning to discuss race, affording teachers strategies for getting to know their students and the assets they bring to classrooms, and recognition and positioning of teachers as professionals capable of identifying or developing, refining, and contributing to knowledge about JuST science teaching and learning. Challenges identified included, among others, identifying how the culture‐setting units could be effectively integrated into existing curriculum maps and the uneven implementation support from administrators. In the end, what is revealed helps better conceptualize how engaging teachers in PLCs around tasks like curriculum implementation and refinement or collaborative inquires support professional JuST identity development and how such experiences can be more carefully negotiated.

TRISDEŠIMTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024“: KONFERENCIJOS APŽVALGA

2024 is a truly special year. This is the year of the Jubilee Scientific and Practical Conference "Natural Science Education in a Comprehensive School - 2024". And this was the thirtieth conference. Throughout this time, science, engineering and technology have developed at a significant and rapid pace. The theory and practice of science education has undoubtedly evolved, including the strategies and practices of science education. The importance of science and technology education is unquestioned, but its orientation towards competences, with an emphasis on learning through science and the linking/integration of science with other subjects, remains. The 30th Conference continued an already established practice. The conference took place over two days. The two-day conference focused on science and technology education, which has recently become a priority in society and is likely to remain so in the future. The 30th Conference started on 25 April. On the eve of the Conference, an informal round table discussion on "Education issues" was organised. The importance of the cultural programme should also be mentioned. On the first day, at the end of the conference, participants had the opportunity to get to know Plunge better. The most important places of the city were visited. The staff of the Plunge Tourism Information Centre organised a sightseeing tour of Plunge. The city centre, the central square and the church were visited. Participants had a unique opportunity to walk around the Plunge Smart Park and to visit the Plunge Manor House, or Mykolas Oginskis Palace, one of the most beautiful monuments of 19th-century Lithuanian architecture. The plenary session of the conference provided a retrospective of all the conferences. Thirty years of really great organisational, managerial, publishing and other work. A total of 30 conference proceedings were published. It is estimated that a total of 677 papers were published, with a total page count of 4787. If all the pages were put together, it would be a single publication 281 mm thick. This is a really big work, a really good repository of scientific and didactic-methodological research and work. The work of this 30th conference has been recorded and is freely available on our YouTube channel (https://www.youtube.com/playlist?list=PLoZNO1c3zi72-RxbETp4AmMQ8Lz2C-QPC). Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

Editorial for Special Issue “Practices in Science and Engineering Education”

As Co-Editors of this Special Issue on science and engineering practices (SEP), we are delighted to curate five excellent submissions that have come our way over the last three years [...]

Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs.

Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas

AbstractChildren draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized communities, through deficit‐based lenses contribute to this deficit‐based noticing, perpetuating inequitable science teaching practices. This exploratory case study draws on a noticing framework that uses framing, attending, interpreting, and responding to examine how preservice teachers' anti‐deficit noticing can be supported. Specifically, the study focuses on what 44 preservice teachers, enrolled in teacher preparation classes taught by the authors, notice in children's scientific explanations and how they interpret that noticing in relation to their own framing. Noticing profiles were constructed for preservice teachers using (a) data collected from written explanations of what constitutes a “good” scientific explanation and (b) written reflections of five noticing sessions during which preservice teachers viewed videos featuring elementary students providing explanations of a scientific phenomenon. Findings discuss three key patterns reflected across preservice teacher's noticing profiles: responses that reflected conventional noticing with more anti‐deficit noticing in later sessions, responses that reflected potential for anti‐deficit attending but were interpreted in deficit‐based ways, and responses that shifted across noticing sessions in a non‐linear trajectory toward more anti‐deficit noticing. Implications for science teacher education explore practices that facilitate shifts toward more anti‐deficit, equitable noticing with considerations for the dialogic nature between framing and noticing.

Factors influencing students’ attitude towards science subjects in Secondary Schools: A case study of Secondary Schools in Kisseka Sub County, Masaka District

As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students’ attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment, a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These teaching methods varied according to different secondary schools and according to their different capacities. With the above background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs. Keywords: Students, Science teachers, Secondary schools, Teaching methods

Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan: From an Examination of Educational Thought, Educational System, History, and Contemporary Science and Mathematics Education Practices

Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan: From an Examination of Educational Thought, Educational System, History, and Contemporary Science and Mathematics Education Practices

Science Instructional Coaches: Characteristics, Contexts, Beliefs, and Community

ABSTRACT Instructional coaching has emerged as a promising form of professional development for teachers. However, little is known about the background, contexts, professional responsibilities, and beliefs of instructional coaches who work with science teachers. This mixed-methods study focused on instructional coaches in secondary schools across the United States to understand the experiences these coaches bring to the role and what activities they participate in that support science teaching. Coaches’ goals for their work and tensions with the institution’s goals were also explored, as well as their beliefs about science teaching. Results suggest that three types of coaches may support science teaching, depending on the content expertise of the coach (science or not) and the focus of their role (content-specific or general). Teacher support by instructional coaches with science backgrounds is evident through their support of effective science teaching strategies. However, this support may not extend to pushing teachers to develop reform-based science teaching practices, as the results showed that most of these instructional coaches did not hold reform-based views of science teaching. The goal of relationship building and the coaches’ work as trust-builders emerged as a critical factor in the coaches’ abilities to support teachers’ pedagogical development. Implications for the field are discussed.

From founding voices to future visions: languages and literacies in science education

ABSTRACT Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingual and multimodal nature of learning processes in science. These developments prompt us to reflect on the distinct identity and impact of languages and literacies on the contemporary discourse in science education, especially in light of technological innovations (e.g. large-language models) and societal developments (e.g. multilingual contexts). This position paper offers an opportunity to assess the field's past developments and future directions, building on a recent meeting of the Special Interest Group (SIG) on Languages and Literacies in Science Education under the European Science Education Research Association (ESERA). We present viewpoints from four founding members of the SIG, discussing current trends, challenges, and visions for the future. Ultimately, this paper invites our global community to engage in informed dialogues on the role and value of languages and literacies in science education today.

The development of an analytical model for science classroom creativity in China

ABSTRACT Background Fostering students’ creativity is a key feature of education. While Chinese students score well on international measures of science attainment, their performance on measures of science creativity is less impressive. Purpose To develop an analytical model for science classroom creativity in China and examine its likely applicability, given Chinese culture and other factors. With suitable modifications, our model may apply elsewhere, too. Design and methods We critically evaluated three established creativity models and developed a new analytical model for science classroom creativity in China by synthesising components from the three models and additional development in light of a literature review on science education practices. Results Our model for science classroom creativity in China has four components: ‘creative students’ (who possess or are developing creative characteristics, including scientific knowledge, divergent thinking, and intrinsic motivation); the ‘creative process’ (students’ engagement in scientific inquiry activities within classrooms, facilitated by the guidance of science teachers); ‘teachers’ attitudes to creativity’ (teachers’ perceptions of creative students and teachers’ feedback on creative ideas); a ‘creative environment’ (the physical and the socio-cultural environments within which teaching and learning take place). Conclusion In Chinese science classrooms, some students typically have adequate but not challenging scientific knowledge and a lack of divergent thinking and intrinsic motivation. Additionally, the inappropriate understanding and practice of scientific inquiry among some Chinese science teachers, coupled with their limited pedagogical content knowledge, can impede the creative process. This challenge might be further compounded by teachers’ partial understanding of creative students and negative feedback towards creative ideas. Moreover, the lack of a suitable physical environment and sufficient time prevent students from engaging in authentic scientific inquiry. Finally, the socio-cultural environment in which harmony, encouraged by collectivism and Confucianism, may not encourage difference, and cultural factors concerning ‘Face’ may discourage students from developing their creativity.

Teaching Socioscientific Issues: A Systematic Review

AbstractTo provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagogical approach is characterized in studies of teaching and learning in science education research. From a sample of 5183 peer-reviewed articles, 157 were selected for the data extraction and systematic review process. The result is structured around teaching objectives, teaching topics, and teaching methods. Our findings show that much of the research revolves around the development of students’ higher-order thinking skills and science content knowledge. The topics identified fall mainly within two themes: the environment and sustainable development, and health and technology. Group discussions stand out as the primary teaching method. The findings are discussed in the light of previous reviews, and recommendations for future research are suggested.

CHALLENGES EXPERIENCED BY PRESCHOOL TEACHERS IN SCIENCE EDUCATION PRACTICES IN TURKEY: A META-SYNTHESIS STUDY (2014-2022)

Children’s first formal education begins with preschool education. The science activities included in the preschool curriculum are the children’s first planned learning experience to support their scientific process skills. During the preschool period, teachers have an important role in planning and implementing science activities. Therefore, the challenges that teachers encounter in science education practices during the preschool period are significant. The purpose of this research is to examine the challenges encountered by preschool teachers in science education practices in Turkey through a meta-synthesis method and to discuss the findings of qualitative studies that suggest solutions to these challenges. As a result of this meta-synthesis research, the challenges experienced by preschool teachers in science education were presented under five themes: ‘Challenges Related to Shortages of Materials’, ‘Challenges Related to Physical Conditions’, ‘Challenges in Establishing a Science Center’, ‘Challenges Encountered in Planning’, and ‘Challenges in Practice and Evaluation’. As a result of this study, the reasons for the challenges experienced by preschool teachers in science education within the five identified themes were explained, and solutions were provided for these reasons.

Visioning Transformative Science Education for Sustainability

Abstract This article explores how global citizenship can be seen in the practices of science education in the context of international education policy and Finnish school and teacher education, with a focus on scientific literacy and sustainability education for promoting a sustainable future. Possibilities of science education to promote sustainability are discussed through teaching examples based on socio-scientific approaches. In addition, transformative science education for sustainability is regarded through competence development taking into account different knowledge dimensions. Solving problems however requires not only knowledge but also communicative and strategic and speculative activity. Thus, education must emphasize the main visions of scientific literacy and transdisciplinary perspectives proposed in the literature, supporting students to understand society and everyday socio-scientific challenges from the local to global level and to deal with differing scientific results and uncertain information. Our article presents findings and conclusions that provide opportunities for further work and provide insights into science and educational sustainability practice.

Science Teaching Practices at Secondary Level: Cross Comparison of Public and Private Sector Teachers

The main purpose of the study was to learn about science education practices in both public and private schools and identify effective teaching practices in both sectors. To fulfil this purpose, a comparison between public teachers with private teachers and public students with private students was made. For this purpose, a random sample of 300 secondary school students and 80 teachers were selected to collect data. The selected teachers and students were given two rating scales as instruments to learn how to utilize teaching practices. The data were analyzed through the Statistical Package for Social Sciences (SPSS). To examine the gathered information, descriptive data analysis statistics and inferential statistics were used to diagnose the practices. Data analysis highlighted that male secondary school teachers in public and private schools needed to be successfully teaching science. The results led to the recommendation that all the teachers, particularly those employed by private institutions, should undergo refresher courses for effective science teaching practices training.

ChatGPT in education: benefits and challenges of ChatGPT for mathematics and science teaching practices

This study investigates the utilisation and perceptions of artificial intelligence (AI) applications among mathematics and science teachers in enhancing students’ learning experience in mathematics classrooms. One prominent AI application this research seeks to explore, given its recent rise in popularity and usage, is ChatGPT. The study aims to explore the frequency and purpose of ChatGPT usage, its potential for student engagement, and its implementation’s perceived effectiveness, benefits, and challenges. A sample of 109 respondents was surveyed to gather insights into the usage patterns and perceptions of ChatGPT. The findings shed light on how teachers utilise ChatGPT, including generating examples, assessing difficulty, providing explanations, supporting problem-solving, and test preparation. Additionally, the study reveals that ChatGPT shows promise in enhancing student engagement and understanding. However, respondents highlighted challenges such as accuracy, connectivity, and language limitations. These findings contribute to our understanding of the role of AI technologies, specifically ChatGPT, in mathematics and science educational settings and provide valuable insights for the effective integration of AI in teaching and learning practices in various course contents and topics.

Dutch elementary school teachers’ differentiation practices during Science and Technology lessons

Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's environment and/or process with the aim to support children's learning. Adjustments in product and content were less common and more targeted at fostering children's curiosity or creativity. These findings are discussed in relation to theoretical frameworks and empirical results in other contexts.

Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

Blended learning emerges as an indispensable tool for pioneering science education practices in the 21st century. Studies underscore the efficacy of blended learning applications in science education, particularly in enhancing learners' computer proficiency, fostering positive attitudes and motivation towards science courses, and surmounting learning hurdles. This study aims to assess the levels of self-efficacy among science teachers for blended education within the context of the digital transformation process. It also seeks to investigate the predictive capacity of various factors and analyze teachers' experiences with blended learning. The research adopts a mixed-method approach, integrating both qualitative and quantitative research methodologies. Quantitatively, the study utilizes the "Self‐Efficacy Perception of Distance Education Scale" to gauge science teachers' self-efficacy perceptions about distance education. The quantitative segment encompasses a sample of 175 science teachers. On the other hand, for the qualitative aspect, 26 teachers' experiences were examined through an “Open-Ended Question Form” to gain nuanced insights. The results of the quantitative analysis demonstrated that science educators displayed a heightened level of perceived self-efficacy in the domain of distance education. The influencing factors identified included gender, seniority, school type, class size, and usage of laboratory facilities. The qualitative findings indicated that science teachers' engagement with blended learning was characterized by both positive and negative sentiments. These experiences were further categorized into subgroups of positive and negative encounters.