Secondary School Science Teachers Research Articles

The Needs Analysis for Secondary School Science Teachers in Delivering STEM Learning on Socio-scientific Issues

This study aimed to obtain the analysis results of the needs for science teachers in STEM learning on socio-scientific issues. The study involved 135 respondents from various education stakeholders such as Dinas Pendidikan or education department, education and training institutions, and secondary school science teachers. This study utilized a descriptive method. The data were obtained using document analysis instruments, observation guidelines, questionnaires, interview guidelines, and field notes. Then, the data were analyzed descriptively. The results of this study showed that the implementation of STEM training programs was rated in the good category (76%). Teachers still find difficulties in integrating STEM into their teaching due to their lack of understanding of STEM, limited examples in STEM learning, and poor collaboration between teachers in setting learning objectives, scenarios, LKPD, and STEM assessments associated with SSI. Based on the findings through the selected research instruments, the needs of teachers in integrating STEM into their teaching are as follows: 95.5% of teachers stated that STEM integration training was needed, 76.5% of teachers thought that education and training should be sustainable, 77.3% of teachers stated that there was a need for collaboration in the MGMP community, and 72.7% of teachers think they need integrated examples of STEM learning. Furthermore, there are other things required in the training program, which are the utilization of ICT in training, teachers’ active participation in preparing the training program, synchronous activities through online meetings and mentoring, and incorporating socio-scientific issues in STEM learning. Keywords: science teachers, STEM learning, socio-scientific issues

Investigation of Turkish Science Teachers' Perceptions and Competencies Towards Multicultural Education

The purpose of this study is to examine the perceptions and competencies of secondary school science teachers in Turkey regarding multicultural education. The study was conducted with the explanatory design of mixed methods. Quantitative data were collected with the Multicultural Competence Perceptions Scale and the Multicultural Education Perceptions Scale to determine science teachers' perceptions and competencies regarding multicultural education, and 204 science teachers with different demographic characteristics participated in the study. According to the analysis, science teachers who were older in terms of age and experience had higher perceptions of multicultural education and competencies than other teachers. In addition, the findings suggest that as teachers gain knowledge about multicultural education, their competencies related to multicultural education can be supported.

Secondary School Teachers’ Conceptions of Teaching Science Practical Work through Inquiry-Based Instruction

Contemporary science teaching pedagogy in Namibia places a strong emphasis on fostering inquiry-based instruction and practical work in secondary school science education. In recent years, there has been a growing recognition of the need to move beyond traditional, rote-based methods towards more learner-centred approaches that encourage active inquiry and critical thinking. Teachers are encouraged to design lessons that promote inquiry, where learners actively investigate scientific phenomena, ask questions, and develop solutions through hands-on experimentation. Science practical work, which involves conducting experiments and investigations, is considered a cornerstone of this approach as it provides learners with opportunities to apply theoretical knowledge, develop laboratory skills, and gain a profounder understanding of scientific concepts. This sequential explanatory mixed methods study explored Namibian secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction to provide a comprehensive understanding of teachers’ perspectives and practices. Findings from this study revealed that many teachers held traditional views of science practical work, emphasizing cookbook-style experiments and memorisation. These teachers often faced challenges in implementing inquiry-based instruction due to a lack of training and resources to facilitate science practical work. However, a subset of teachers who embraced inquiry-based methods reported increased learner engagement, critical thinking, and in-depth understanding of scientific concepts. Additionally, the findings underscored the importance of aligning teacher conceptions with contemporary pedagogical approaches for effective secondary science education in Namibia. The study thus, highlighted the need for professional development and support to help more teachers transition to inquiry-based instruction and improve science education in Namibian secondary schools.

Secondary school teachers’ interest and self-efficacy in implementing STEM education in the science curriculum

This study examines the role of Namibian secondary school science, technology, engineering and mathematics (STEM) teachers’ interest in STEM education and self-efficacy in implementing STEM education in science education curricula. Furthermore, it aimed to distinguish male and female Namibian teachers’ interests and self-efficacy regarding STEM education and investigate how different teaching subjects affect them. To achieve this goal, a survey was completed with (n=200) secondary school teachers, both males and females. Data were analyzed quantitatively using exploratory factor analysis and analyzed covariance. The results show that most teachers were highly interested and confident in implementing STEM subjects into science curricula. While Namibian teachers indicated a high level of interest, they also revealed a high lack of interest in STEM, implying that at least some teachers felt bored and meaningless in implementing STEM education. However, gender plays a significant role in teachers’ negative self-efficacy, with male teachers being less confident than female teachers in implementing STEM education. Moreover, teachers in the present study have high positive and negative self-efficacy levels regarding implementing STEM education. Therefore, these findings highlight the need for a paradigm shift, especially in the Namibian science curricula, to promote STEM subjects and to improve science education. Potential implications from this research also suggest that teachers’ participants benefit significantly from learning within a community by engaging in solutions to real-world problems.

Relationship between secondary school science teachers’ teaching experience and students’ performance in Minna, Niger state

The study was conducted to determine the relationship between Secondary School Science Teachers’ Teaching Experience and Students’ Performance in Minna, Niger State, Nigeria. Secondary school Science teachers and students used for this study are Biology, Chemistry, Physics and Mathematics teachers and students. The study was guided by one research question and a corresponding hypothesis. Correlational research design was used for the study. A total of one hundred and twenty three (123) Science teachers and three hundred and eighty five (385) Science students made up the sample size of the study. Instrument used for data collection from Science teachers is a Likert type questionnaire designed by the researchers and titled “Questionnaire on Science Teachers’ Teaching Experience (QUSTTE)” The instrument was validated by experts and its reliability coefficient was also determined to be 0.72 using Cranach Alpha statistical tool. Data collected from Science teachers was correlated with SSIII Science students’ Mock examination result conducted by Niger State Ministry of Education (NSMOE) during 2022/2023 academic session to establish a relationship. Findings of the study revealed a positive relationship between Science teachers’ teaching experience and students’ performance. Based on this finding, it was recommended that Science teachers’ teaching experience should be one of the major criterions to be considered by the government during recruitment of Science teachers. In addition, Government should intermittently expose Science teachers to training and retraining programs through seminars, conferences and workshops so as to improve their mastery of their respective subject areas as well as their teaching experience.

Exploring the Integration of ChatGPT in Inquiry-based Learning: Teacher Perspectives

ChatGPT, an AI-powered service known for its effective delivery of information and solutions, has the potential to transform education, scientific problem-solving, and student learning. However, to fully harness its advantages, understanding the pedagogical approach needed is essential. This study explores teachers' awareness of ChatGPT and the inquiry-based learning (IBL) 5E model, examines ChatGPT's effective use within IBL, and investigates teachers' perceptions and experiences when integrating ChatGPT into the IBL framework. Employing an exploratory qualitative approach, this research gains insight into teachers' perspectives on ChatGPT's integration into IBL. The study involves two distinct focus groups comprising Junior Secondary School (JSS) and Senior Secondary School (SSS) science teachers in Nigeria. The findings highlight that while some teachers have actively integrated ChatGPT into the IBL 5E model and are already experiencing its benefits, others are at varying stages of awareness and adoption. The interest and curiosity expressed by some teachers suggest a potential for broader adoption as educators become more familiar with ChatGPT's capabilities within the context of IBL. This aligns with the idea that technology integration often involves a phased approach, with early adopters paving the way for broader usage.

Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’s youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students’ intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area.

PEMBANGUNAN MODUL LATIHAN GURU TENTANG PENDEKATAN PEMBELAJARAN STEM TERADUN

This article delineates the process of instructional design, utilizing the ADDIE model, to create a comprehensive Teacher Training Module focused on Blended STEM Learning Approaches. Serving as a guide for educators, this module is specifically tailored for teacher training. The primary objective of this article is to elucidate the application of the ADDIE model in crafting the Teacher Training Module for Blended STEM Learning Approaches and to expound on its content, designed for secondary school Science teachers. Led by the primary researcher, the research group engaged in extensive discussions and briefings throughout the six-month development period, spanning from May to October 2021. Subsequently, the module's validity was sought from six experts with substantial experience in the STEM field. The findings underscore the integration of all phases of the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—in the creation of the Teacher Training Module on Blended STEM Learning Approaches.

Development and validation of the inquiry-based nature of science and argumentation: A new instructional model on students’ scientific argumentation ability

One of the important goals of science education is to improve scientific argumentation ability which is part of the core practice of science. The main goals of this research are to develop and validate the inquiry-based nature of science and argumentation (IB-NOSA) instructional model which is designed to improve scientific argumentation ability. The research design in this study is Research and Development (R&D) using the steps proposed by Borg & Gall. The feasibility test of the IB-NOSA instructional model was assessed using the Focus Group Discussion (FGD) method, an assessment of the IB-NOSA model book, and an instrument test of scientific argumentation ability involving four experts. The practicality test was assessed by a lower secondary school science teacher. The data were analyzed using quantitative methods, and the validity and reliability indexes were calculated. The results of the study show that the IB-NOSA instructional model is feasible and practical. Meanwhile, the validation results of the scientific argumentation ability test instrument show that each item is in the range of 0.92 to 1. This indicates that each item is valid for further use. Therefore, it can be concluded that the IB-NOSA instructional model has feasibility and practicality for use in science learning and for developing the scientific argumentation ability of lower secondary school students.

Analysis of Innovative Thinking Skills' Development Styles' for Secondary Stage Science Teachers in Ma'an Governorate

The study aimed to know the degree to which secondary school science teachers practice methods for developing innovative thinking skills (fluency, flexibility, and originality) among their students in Ma’an Governorate, Jordan. The researcher used the analytical descriptive approach to obtain information and answer the study questions. The study sample consisted of (274) male and female secondary stage science teachers from Ma'an Governorate. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool for the study, which consisted of (30) items distributed on three axes. The study found that the degree of practice of science teachers at the secondary stage of methods of developing creative thinking skills in the schools of Ma'an governorate came to a medium degree and that the highest percentage of teachers' practices was for the skill of fluency, and the lowest percentage of practice was for the skill of originality. Based on these results, the study recommended the necessity of directing science teachers in secondary schools to pay attention to the development of innovative thinking skills, especially the skill of originality.

Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools

AbstractTextbooks have several important functions in science education. By interviewing six teachers, this study shows how secondary school science teachers perceive and use textbooks as resources, especially in inquiry teaching. The results show that textbooks aid inquiry teaching by offering teachers easily accessible suggestions for practical and inquiry activities in accordance with the curriculum to be implemented in science lessons in addition to presenting scientific content adapted to students’ level in which they can use to easily link theory to their practical inquiry. However, the use of textbook inquiry activities can restrict the degrees of freedom in implementing inquiries, as textbooks are perceived to rarely include inquiry activities with many degrees of freedom. In addition, some teachers adjust their textbook inquiry activities to have fewer degrees of freedom to meet the challenges they experience, such as time pressure and uncertainty about students achieving curriculum content knowledge goals. These results build important knowledge about textbooks’ role in planning and implementing inquiry teaching in science. They should be of interest to teacher education programme developers and textbook authors who desire to contribute to a more inquiry-oriented practice in school science teaching.

Integration of topic-specific pedagogical content knowledge components in secondary school science teachers’ reflections on biology lessons

Teachers’ reflections on their practice are a powerful tool for measuring and supporting their professional knowledge. Pedagogical content knowledge is one of the most influential domains of teacher professional knowledge. This multiple-case study investigated the topic-specific pedagogical content knowledge (TSPCK) components that Zambian secondary school science teachers integrate when reflecting on biology lessons. Three teachers from the same school were observed teaching a biology lesson and attended post-observation interviews. Data were mainly collected through lesson plans, lesson observation field notes and post-observation interviews. The data were analysed using in-depth analysis of explicit TSPCK, enumerative and constant comparative approaches. TSPCK maps were constructed to illustrate each teachers’ integration of TSPCK components. The results revealed four features about the integration of TSPCK components: (a) None of the teachers depended solely on a single TSPCK component as they integrated other components (b) The components curricular saliency, students’ prior knowledge and misconceptions, and conceptual teaching strategies were central in the TSPCK maps of all the teachers, while representations and analogies, and what make the topic easy/difficult to teach/learn were least integrated (c) All teachers had different pairs of reciprocal connections among TSPCK components, and (d) All teachers had different pairs of most integrated components. The implications of these findings for science and teacher education research were presented and discussed. It was concluded that teachers’ reflections revealed the integration between TSPCK components and showed them differently. The study recommends investigating teachers’ reflections over several lessons and tracking any changes in their TSPCK integration.

The effects of gender on knowledge, attitude and behaviour of science teachers towards climate change

This article presents the defense for the education area as an undiscovered chance to battle environmental change, through the execution of climate change education across the curriculum. Hence, the work to distinguish the variables that decide the knowledge, attitude, and behavior of educators towards climate change is significant, since educators are significant partners in making powerful climate change education an outcome in schools. Nonetheless, not much consideration has been given to endeavors to evaluate the knowledge, attitude, and behavior of science educators related to climate change. Along these lines, this study was directed to distinguish distinctions in gender in science educators' knowledge, attitude, and behavior related to climate change. Using a stratified cluster random sampling method, a survey of 632 national secondary school science teachers in six states—Kedah, Johor, Terengganu, Selangor, Sabah, and Sarawak—was used to take a quantitative approach. The information gathered through the survey was then examined utilizing a descriptive and inferential technique. Discoveries show that the degree of knowledge, attitude, and behavior of teachers about climate change is high. The outcomes obtained from this study likewise uncover that socio-demographic factors, for example, gender can influence teachers' knowledge, attitude, and behavior about climate change. The aftereffects of this study can help policymakers to conclude the proper moves that can be made in dealing with the impacts of climate change through further developing climate change education across the curriculum, and further reassuring mitigative activities to shield the environment from the antagonistic impacts of climate change.

Collaborative Learning in Computer Labs for Science Education

This study analyzes the use of Computer-Supported Collaborative Learning (CSCL) in computer laboratory settings for secondary school science education. The literature review evaluates the impact of collaborative methods using computer simulations, virtual experiments, and other digital technologies. The search yielded 33 relevant studies, indicating that collaborative conditions outperformed individual laboratory work in computer environments across various measures. Collaborative work in pairs or small teams has been shown to lead to better learning outcomes and expert-like reasoning patterns. Additionally, students have reported finding collaborative computer laboratory work more enjoyable, engaging, and preferable to independent work. The integration of computer-supported collaborative learning (CSCL) into science education presents opportunities to enhance students' learning experiences through interactive and collaborative approaches. This study highlights the importance of student-centered learning design, effective group dynamics, and reliable technology infrastructure for successful CSCL implementation. Additional research is required to identify the best group composition and task design, as well as the implications for effectively implementing computer-supported collaborative learning in science laboratories.

Utilisation of Information and Communication Technology in Teaching and Assessment of Secondary School Students in Tanzania

This study assessed the implementation of ICT as a pedagogical tool in teaching and assessment of secondary school students in Tanzania. The study employed a survey design with 179 secondary school science teachers. One teacher was randomly sampled from each of 179 randomly selected secondary schools. The teachers responded to questionnaires. Responses from questionnaires were coded and numbers entered into M-Excel for processing. Results obtained were presented in Tables showing absolute numbers and percentages. The study established that 62 per cent of teachers were trained in ICT as a pedagogical tool. They used the knowledge in teaching and assessment aspects such as searching teaching materials through internet (90%), examination word-processing (81%), typing notes (80%), processing examination results (59%) and using projectors in classroom instruction (56%). However, no teacher was found to use computer technology for assessment. Teachers faced various challenges in utilisation of ICT such as inadequate number of ICT equipment (78%), inadequate knowledge and skills in ICT (59%), unreliable internet (35%) and absence of electricity or power cut-off (34%). The study recommends that all teachers should be trained in the use of ICT in both teaching and assessment. Moreover, the challenges observed in the use of ICT should be addressed for effective utilisation and integration of ICT in secondary education.

The Role of Artificial Intelligence in Teaching of Science Education in Secondary Schools in Nigeria

This study aims to examine and evaluate the influence of incorporating Artificial Intelligence (AI) into the instruction of scientific education in secondary schools in Nigeria. The primary objective is to investigate how AI technologies might improve the overall quality and efficacy of scientific teaching, leading to enhanced learning outcomes for secondary school students. The study employs a retrospective research approach, analyzing past data to gain insights into the development and impact of AI in scientific teaching in Nigerian secondary schools. The research design involves a comprehensive collection and analysis of secondary data from educational databases, government papers, academic journals, and other relevant repositories. Results from the study highlight the role of AI in teaching science, emphasizing Adaptive Learning Systems (ALS), Intelligent Tutoring Systems (ITS), and Virtual Laboratories and Simulations. ALS personalizes the learning process, ITS provides interactive and individualized instruction, and virtual laboratories offer immersive digital experiments. Challenges and barriers to the effective adoption of AI in scientific education include infrastructural limitations, teacher preparation and competence, and ethical considerations. Opportunities for successful integration involve government support, teacher training, and industry partnerships. Future prospects anticipate developments in personalized learning environments, improved data analytics, integration of virtual and augmented reality, enhanced natural language processing, and global cooperation in education. In conclusion, the study recommends the integration of AI into the national curriculum, adequate funding and resources, ongoing professional development for teachers, and a strategic curriculum development that fosters a blended learning environment.

A Comparative Study on the Effectiveness of Traditional and Computer-Assisted Instruction Methods in Determining Students’ Achievement on Graph Plotting

The study aimed at examining the effectiveness of traditional and computer-assisted instruction methods in determining students’ achievement on graph plotting in Ethiope East Local Government Area of Delta State, Nigeria. A descriptive survey design was employed and 140 students randomly chosen from the senior secondary schools in the LGA made up the study sample. The chosen students were split into two groups of 70 students each using stratified sampling. The first group served as the experimental group while the second group the control group, were taught graph plotting using computer-assisted instruction and traditional instruction methods respectively. The study took five weeks, and a null and alternative hypothesis was formulated to guide the study. The Teacher Made Test (TMT) on graph plotting was developed as the instrument of the study to assess students’ achievement on graph plotting within the two groups. A reliability of 0.8 was yielded for the instrument using Richard Kuderson-21. The data obtained from the instrument was treated with t-test of independence at p ≤0.05 level of significance, and the results showed that students who received computer-assisted instruction had significantly higher improvement in their mean test scores. The study thus fills a research gap that informs the improvement of the method employed in teaching graph plotting, thereby enhancing students’ performance in secondary school science education. The research recommends the incorporation of computer-assisted instructions in the pedagogy of graph plotting in the science education of secondary school students across Delta State, Nigeria.

Wikis as Learning Management Systems for Computer Science Education in Intermediate and Secondary Schools

Wikis as Learning Management Systems for Computer Science Education in Intermediate and Secondary Schools

Challenges encountered by Secondary School Science Teachers Regarding the Implementation of Blended Learning in Punjab

Challenges encountered by Secondary School Science Teachers Regarding the Implementation of Blended Learning in Punjab

فاعلية برنامج تدريبي مقترح في تنمية مهارات البحث العلمي لدى معلمات العلوم الطبيعية وأثره على التفكير العلمي لدى طالبات المرحلة الثانوية بمحافظة الطائف التعليمية

The study aimed to find out the effectiveness of the proposed training program in the development of research skills among secondary school science teachers and the reflection of the impact of the program on the development of scientific thinking among their students in Taif. In order to achieve this goal, the researcher used a semi-empirical approach with experimental design, consisting of a single group and two tests (pre/post), the researcher has proposed the construction of the training program, a test of the research skills for science teachers and a measure of the scientific thinking of students. After verifying the veracity of the program and the validity and reliability of the test and measure, the study was applied to two samples: the first sample of secondary school science teachers and their number reached (45 teachers) in these three disciplines (Chemistry, Physics, and Biology). They were presented the proposed training program. Their pre and post performance was measured by a scientific research skills test. The second sample is second secondary and thread grade students, who have been taught by teachers who attended the training program and their number reached (204 students). Their pre and post performance was measured by a scientific thinking scale. The "T" test was used for both correlated and in dependent group, and Pearson correlation coefficient, ETA square, in order to test the hypotheses of the study. The study found a number of results, the most important were that the training program contributed in the development of the scientific research skills of science teachers of the secondary level, where significant differences have been found at the lowest level (α≤0.05) between the average performance of science teachers to the test of scientific research skills as a whole, and these differences were significant in favor of the post application. Also, the training program had an impact on the teachers, and this has been reflected in their students where it has been noticed an increase in the average performance of the students in the post test according to the measure of the scientific thinking skills after that their teachers passed the training program. In light of the results of the study, the researcher recommended several useful recommendations. It also provided a number of suggestions for future research studies that can be a complement to this study.