Science Education Research Articles

Students’ Perceptions on Chemistry Education Programme: A Qualitative Inquiry in Faculty of Education

This article examines the efficacy of the Chemistry Education program offered by the Department of Science and Environment Education, Central Department of Education, Tribhuvan University. It also explores students' perceptions and experiences regarding the program, focusing on its strengths and challenges. Using purposive sampling, ten students enrolled in the Science Education program were selected for data collection through face-to-face interviews and conversations. Verbatim and conversational analyses were employed to analyze the data. The findings indicate that the culture of teaching and learning has shifted from traditional, teacher-centered approaches to student-centered pedagogies, with a strong emphasis on research-based and project-oriented learning. Students appreciated the comprehensive coverage of theoretical concepts in the Chemistry Education program. However, they expressed concerns about the limited opportunities for practical laboratory work, which they felt hindered their ability to fully grasp and apply the concepts learned in class. Additionally, the study found that while the program integrates theoretical constructs with real-world applications through experiential learning modalities, doubts persist regarding its effectiveness in cultivating skills essential for long-term professional success. It is strongly recommended to elevate the Chemistry Education program by integrating more dynamic and interactive pedagogical approaches to more effectively nurture the skills critical for sustained professional success.

Analyzing Instructional Strategies in Science Education: A Dual Approach Combining Systematic Review and Secondary Qualitative Data Analysis

This study employed a dual research approach, incorporating both systematic review and secondary qualitative data analysis, to investigate instructional strategies and their rationales utilized by pre-service and in-service science teachers (PaIST) in physics topics. We chose widely recognized and readily accessible sources with extensive study coverage, including Web of Science, SCOPUS, Taylor & Francis Online, and ProQuest. Only four studies that conformed to our inclusion and exclusion criteria were identified for examination. The analysis unfolded in two phases: first, the identification of instructional strategies employed by PaIST, and second, the exploration of the underlying rationales guiding their choices. Our findings revealed a diverse array of instructional strategies, encompassing direct instruction, thought experiments, demonstrations, hands-on activities, think-pair-share, peer teaching, laboratory exercises, discussion/questioning techniques, drama, and real-life narratives. The rationales underpinning these strategies were multifaceted, aiming to enhance student motivation, stimulate cognitive development, facilitate collaborative group work, and foster meaningful learning experiences. Despite evidence supporting the effectiveness of various external strategies such as STEM education, out-of-school learning, and project-based teaching on students, pre-service and in-service science teachers appear hesitant to adopt these methods. Further research is needed to explore the barriers and factors influencing their instructional choices.

The impact of virtual laboratories on the academic performance of grade 12 learners in impulse and momentum

Virtual laboratories (labs) have evolved as an important tool in the sciences, delivering interactive and engaging platforms for learners to conduct experiments and comprehend complex concepts without the limitations of physical resources. They are an emerging teaching tool that offers interactive and immersive experiences that improve comprehension of complicated scientific concepts. This study assesses the impact of virtual labs on the academic achievement of Grade 12 learners on the topic of impulse and momentum in physics. It uses a quasi-experimental methodology to compare the performance of learners who used virtual labs to those who learned in the prevailing theoretical settings. A pre-test and post-test were used to assess learners’ academic success, and surveys were used to gather learner feedback on the learning tool. Preliminary data analysis indicates a statistically significant improvement in the test scores of learners using virtual labs, corroborating earlier studies that highlight the advantages of technologically enhanced learning environments. Furthermore, qualitative feedback indicates that learners found virtual labs more interesting and accessible, resulting in a more conducive learning environment. This work adds to the expanding body of evidence supporting the use of virtual labs in science teaching, especially in resource-constrained contexts where traditional laboratory equipment is limited or non-existent. The implications for curriculum design and educational policy are examined, with a focus on the importance of investing in digital infrastructure to support innovative teaching approaches.

Sustainable development in higher education in business sciences: a multidimensional analysis in the Portuguese context

Sustainable development in higher education in business sciences: a multidimensional analysis in the Portuguese context

Ortho Arylation of N-Aryl Amides and the Construction of Diagonal Tetraarylbenzenediamines and N-Doped Fulminenes via BBr3-Derived Dibromoboracycles.

The synthesis of biaryl amides, which are prevalent motifs in bioactive molecules, often necessitates lengthy and inefficient procedures. To address these limitations, catalytic C-H activation protocols have emerged, enabling the direct ortho-arylation of aryl amides. However, these protocols often suffer from issues such as lack of selectivity, reliance on stoichiometric oxidants, and the requirement for excess reagents and harsh reaction conditions. To overcome these challenges, we present a novel and highly selective protocol for the ortho-arylation of N-aryl amides and ureas. The high selectivity originates from the directed installation of BBr3 to form a boracycle, which then undergoes cross-coupling with an aryl halide. Our method offers significant advantages, including mild reaction conditions, excellent site-specificity, and scalability. The protocol demonstrates broad compatibility with a diverse range of readily accessible functionalized anilides and aryl iodides, as evidenced by 55 successful examples yielding products in the 30-95% range. Furthermore, our methodology surpasses conventional approaches by facilitating the one-pot selective diagonal diarylation of dianilides. This capability unlocks the construction of previously unattainable diagonal aryl systems, which serve as valuable precursors for the synthesis of diagonal tetraarylbenzenediamines and N-doped fulminene, two crucial compound classes in materials science.

Real-Time Modeling for Design and Control of Material Additive Manufacturing Processes

The use of digital twin and shadow concepts for industrial material processes has introduced new approaches to bridge the gap between physical and cyber manufacturing processes. Consequently, many multidisciplinary areas, such as advanced sensor technologies, material science, data analytics, and machine learning algorithms, are employed to create these hybrid systems. Meanwhile, new additive manufacturing (AM) processes for metals and polymers, based on emerging technologies, have shown promise for the manufacturing of sophisticated parts with complex geometries. These processes are undergoing a major transformation with the advent of digital technology, hybrid physical-data-driven modeling, and fast-reduced models. This study presents a fresh perspective on hybrid physical-data-driven and reduced order modeling (ROM) techniques for the digitalization of AM processes within a digital twin concept. The main contribution of this study is to demonstrate the benefits of ROM and machine learning (ML) technologies for process data handling, optimization/control, and their integration into the real-time assessment of AM processes. Therefore, a novel combination of efficient data-solver technology and an architecturally designed neural network (NN) module is developed for transient manufacturing processes with high heating/cooling rates. Furthermore, a real-world case study is presented, showcasing the use of hybrid modeling with ROM and ML schemes for an industrial wire arc AM (WAAM) process.

STEM, STEAM OR STREAM-EDUCATION: IT IS YOUR CHOICE!

The article deals with an actual problem of the improvement of pedagogical education system, namely a new direction – STEM-STEAM-STREAM-education. The objective of the study is to outline the origins of the problem genesis, to analyze the essence and content of STEM-education, to identify the main problems and contradictions, to identify the main means of its implementation. Synergistic, systemic, competence-oriented and activity-oriented approaches have become theoretical and methodological foundation of the study. The conclusion about the expediency of STEM-STEAM- STREAM-education combining has been made on the basis of theoretical analysis of the problem and the students of higher pedagogical institutions questionnaires. It will allow to develop left and right hemispheres of a brain simultaneously, which will contribute to its holistic functioning. With the aim of formation of future natural sciences teachers’ key and subject competences the means of STEM- STEAM-STREAM-education have been determined. That is the implementation of environmental projects in the process of education. The essence and methodology of the following projects implementation have been characterized: «Plastic bottle – a valuable thing from the past or a useless thing of nowadays? », «Let’s save the Christmas tree together», «Destruction of nature», «Eco-feeder for our feathered friends», «Clean gullies – clear conscience». Enumeration of competences based on the reflection of students’ own activities, the formation of which is mostly facilitated by the mentioned project activity has been determined. Fulfilment of eco-projects has a positive effect on the development of components of innovative competence of the students of higher pedagogical institutions (the ability to apply scientific methods of cognition in the educational process, the ability to use innovations in professional activities, the ability to apply various approaches to solving problems in pedagogical activities). The prospects for further study consist in the research of the following problem: preparation of future natural sciences teachers for modeling of educational activity using STEAM-technologies and their significance in the methodology of forming a model of bioethical behaviour of school students on the basis of the concept of sustainable development.

Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition.

Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students' survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises.

Antecedent and Consequence of Innovation Output: Evidence from Thailand

The study aims to examine the impact of research and development (R&D) investment (the antecedent) on competitive advantage (the consequence) for the innovation output of private firms in Thailand. The population of this study includes all private Thai firms which have registered with the Office of National Higher Education Science Research and Innovation Policy Council. Path analysis and factor confirmation, including correlation matrix, are used to test the mediator effect of innovation output on the relationship between R&D investment and firm performance competitive advantage. The research data are tested and analyzed by the structure equation model. The results reveal that R&D investment was not found to directly influence competitive advantage, while R&D investment indirectly affects competitive advantage through innovation output. The findings of this study demonstrate that innovative output plays a mediating role between R&D investment and competitive advantage. In addition, dynamic capability theory can be used to explain the influences of R&D investment and innovation output on competitive advantage for private firms in Thailand.

Exploring the Influence of Syntactic Structures on English Syntactic Priming

Abstract: English syntactic structures are essential components in the process of learning English as a second language (ESL) and play a critical role in the acquisition process. Based on previous research, this paper discusses the impact of syntactic structures on English L2 syntactic priming among Chinese learners from three perspectives: research paradigms, priming structures, and the factors influencing priming effects. The findings indicate that, given syntactic structure interchangeability, different syntactic structures exhibit varying degrees of priming effects. Key factors such as L2 proficiency, syntactic usage preferences, and language structureincluding both structural differences within English and similarities between the learner's native language and Englishsignificantly affect the extent of these priming effects. These insights not only contribute to further research on English L2 syntactic priming but also provide practical guidance for ESL teaching, highlighting the importance of understanding these dynamics to improve language acquisition and instructional strategies. It also enables English as a second language learners to fully understand the mechanisms of syntactic priming effects, providing them with scientific learning methods, thereby allowing them to learn English more efficiently.

Strengthening science education in basic education through a professional development program on participatory action research for science teachers

Science education empowers individuals with critical thinking and problem-solving skills as well as creativity which drive sustainable development, social progress, and economic growth. Unfortunately, the basic education science curriculum does not seem to prepare students to become scientifically literate for a number of reasons. Toward this vein, this calls for science teachers to be creative being at the forefront of implementing science education curriculum successfully. One mechanism to draw out their creativity is to mentor and engage them in participatory action research. Hence, a four-year professional development program for science teachers aimed at designing, implementing, and publishing participatory action research project was introduced to them by specialists from a higher education institution as their community extension project. The program consisted of mentoring on action research problem conceptualization until publication of teachers' project, continuous monitoring, and feedbacking to support their progress. Guskeys' (2000) five level evaluation model for professional development program effectiveness serves as the guiding framework for evaluation. Quantitative and qualitative data were gathered from the participating science teachers of the school. It started with conducting an initial assessment of their action research skills as basis of the proposed professional development program on participatory action research. At the end of the program, the teachers disseminated their project in a reputable science education journal. The four-year professional development program resulted to a robust impact in all five levels of Guskey's evaluation model, namely: teachers' reactions, teachers' learning, organization support and change, teachers' use of new knowledge and skills, and student learning outcomes. The success of this program highlights the importance of sustained, collaborative, and research-oriented professional development program in form of action research mentoring. Moreover, the outcomes of the study suggest the need for a professional development program evaluation framework that will facilitate the evaluation of the program effectiveness.

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

O O TDC NO ENSINO DE CIÊNCIAS: CONTRIBUIÇÕES DESDE A FORMAÇÃO INICIAL DE PROFESSORES

The theme of this research is the use of Science Communication Texts (SDT) in Science Teaching, and it aimed at providing an overview of how SDT is being used in initial teacher’s training, as well as, identifying the purpose and contributions of SDT to teacher training, in order to answer the phenomenological question, what is this that is shown. To this end, we carried out a literature review using two sources, the Capes Journal Portal and Google Scholar. Thus, seven articles were selected and analyzed from the perspective of Textual and Discourse Analysis (TDA). Two final categories emerged from the methodological path taken: 1) The importance of teachers knowing the characteristics of SDTs and understanding them as a mediating tool and 2) Reading movements in science teaching: Appropriation, Meaning and Learning. For the construction of the meta-text, we chose the second category, which helped us to understand the teacher's choice and planning of the text to be used in the classroom, bearing in mind its purpose in teaching.

CIÊNCIA CIDADÃ E O ENSINO DE CIÊNCIAS: REFLEXÕES PARA BOAS PRÁTICAS A PARTIR DE UM CURSO DE FORMAÇÃO.

Scientific Literacy (SL) aims to develop students' and teachers' knowledge of Science and Technology for civic education. In this sense, numerous teaching approaches have emerged seeking to promote SL aspects in the classroom. Citizen Science (CS) is an emerging approach involving the school community in research problems, allowing students to engage in scientific practices through experimental protocols. Thus, this study aimed to identify and analyze, using Social Representations Theory (SRT), the representations of a group of teachers from the Paraná State public school system participating in a CS training course, focusing on their role in CS practices and reflecting on training for good CS practices. We used a questionnaire with the Free Word Association Technique (FWAT) to identify SR, inducing terms related to 3 axes: Scientific Knowledge, Citizen Science, and Science Teaching through Protocols. The group's evocations were analyzed using Bardin's content analysis, and organized into categories and subcategories. In the Scientific Knowledge axis, there is a predominance of generalist representations; for the Citizen Science axis, representations focus on participation, but more general notions still prevail; and in the Science Teaching through the Citizen Science axis, teachers present representations of a technical and pragmatic protocol. Therefore, we understand that for more meaningful training, it is necessary to involve teachers in building practices, allowing greater participation and engagement in CC concepts.

Values Are Not Taught, Values Are Built

Forming values to contribute to the complete formation of the human being as responsible citizens is an educational task that is indispensable to the construction of sustainability. Consequently, this document states that achieving a construction of values that leads to true development is not possible without a teaching and learning of science that, starting from an intersystemic and therefore complex vision of the world, allows us to build them. Answering the question How can interdisciplinary science teaching contribute to generating in today’s children a genuine interest in the study and knowledge of science in general, and in the conservation of natural resources in particular? Was the objective of the methodological proposal for interdisciplinary science teaching that was previously described in the article “Teaching soil science: a strategy and warranty towards the future” (Reyes-Sánchez, 2012). This second document addresses why, how and for what purpose the formation of values and principles accompanied this methodological proposal for interdisciplinary science teaching as a qualitative pedagogical approach that was applied within two schools with children in 5th and 6th grade of basic education −10 and 11 years of age-: by amalgamating the construction of knowledge with that of values to support the appropriation of both in a playful way, seeking and encouraging in children the congruence between knowledge, thought and action. The differences in children’s opinions regarding life problems that affect the social, political and economic order before and after the pedagogical intervention are presented in a comparative manner.

Preface: 8th International Conference on Education, Management and Social Science (EMSS 2024)

At the end of 2024, we would like to present an international proceeding that containing of the selected papers from the 2024 8th International Conference on Education, Management and Social Science (EMSS 2024). This conference is an annual important event to publish of research results. We are hoping that the event will become a foothold of thinking in welcoming of global developments. In addition, publications packaged in this seminar will further strengthening existence and reputation as an educational institution that excels in scientific publication at national and international levels. EMSS 2024 is a leading international conference for researchers and practitioners to share their new ideas, original research results and practical development experiences from education research, management engineering, historical research, humanities, sociology, and social science. This conference was held in Manila, Philippines during September 21-22, 2024 with the aim to act as a forum for exchange and dissemination of knowledge and ideas on the latest developments. We hope the international proceedings will be able to encourage students, teachers, lecturers, practitioners, researchers, and higher education community in developing scientific research and publications to support the nation's developments. EMSS Organizing Committees Manila, Philippines

EDUCAÇÃO FINANCEIRA NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

Strictly speaking, capitalism is a cyclical system that alternates cycles of economic growth followed by declines in activities. This magnifies social vulnerability and contributes to the indebtedness of Brazilian families, making Financial Education an urgent and necessary demand. Within the school context, the integration of Financial Education into the integrated curricula of the Federal Network of Professional, Scientific, and Technological Education contributes to the formation of more conscious, critical individuals capable of dealing with the economic and financial challenges of contemporary times. In light of the foregoing, this study aimed to ascertain the perception of graduates from the Integrated Technical Course in Accounting at the Patrocínio Campus of the Federal Institute of Triângulo Mineiro - IFTM regarding the teaching of Financial Education in schools. To do so, it relied on a qualitative methodological approach through bibliographic analysis and questionnaire application. The data indicate that graduates from the Integrated Technical Course in Accounting at the Patrocínio Campus of IFTM consider the topic relevant and even suggest a mandatory and separate discipline to address it in more detail. They also recommend that facilitating the learning of Financial Education topics occur, among other pedagogical practices, through videos. The results obtained stimulate discussion about the importance of integrating Financial Education into educational institutions, especially those offering Professional, Scientific, and Technological Education, thus contributing to the holistic formation of individuals.

Embracing Representational Plurality to Bypass Misconceptions in Science Education

Embracing Representational Plurality to Bypass Misconceptions in Science Education

Contribution of professor Oleg N. Trofimov to the concept of physical education development in the pharmaceutical education system

The biographical sketch is dedicated to Professor Oleg Nikolaevich Trofimov (1927–2013), PhD in Pedagogic Sciences, who headed the Department of Physical Education at the Leningrad Institute Chemical Pharmaceuticals from 1973 to 1995. The main stages of O. N. Trofimov’s professional activity corresponded to the general context of the development of priority areas of physical education in the system of secondary and higher education. O. N. Trofimov skillfully combined managerial activities with research and educational-methodological work. He made a significant contribution to the development of the health-improving direction of physical education at the university, to the organization and conduct of research aimed at solving the problems of improving health and increasing the physical fitness of students. The scientific activity of O. N. Trofimov was devoted to the theory and methods of physical education, issues of physical development, the development of comprehensive training programs in vocational-applied physical training and additional public specialty within the framework of the Faculty of Public Professions. The results of the research carried out at the department were widely introduced into the educational process of physical education and served as the basis for the development of innovative technologies for constructing the educational process in the discipline “Elective physical culture: recreational physical education”, as well as the program for the development of physical culture and sports, the formation of a healthy lifestyle at the Saint Petersburg Chemical and Pharmaceutical University. O. N. Trofimov was a war veteran, awarded government awards, including the medal “For the Defense of Leningrad”. The essay uses archival data, bibliographic publications, specialized journals and collections of materials from scientific and methodological conferences, materials from the department and the personal archives of O. N. Trofimov.

Mapping of Metacognitive Skills in Science Learning: Functions and Research Trends 2014-2023

Mapping of Metacognitive Skills in Science Learning: Functions and Research Trends 2014-2023