Secondary Science Students Research Articles

The SEMinal impact of contemporary science: integrated authentic science design and students’ self-efficacy and career aspirations

ABSTRACT Authentic science learning has a significant potential for contributing to students’ self-efficacy (SE) and science career aspirations (SCA) by introducing contemporary science. However, the design of authentic learning remains challenging due to the elusive and subjective nature of experiencing authenticity and the interdisciplinarity and complexity of contemporary science. This study aimed to transform these challenges into opportunities by integrating theoretical frameworks of authentic design with a unique setting, including: (a) authentic pedagogy highlighting social experiences, (b) authentic scientific equipment including hands-on operation of a scanning electron microscope (SEM) situated in a research institute, (c) contemporary science theme (biomineralization). This integrated design was investigated by collecting data from 70 secondary science students on their perceived-authenticity, SE, and SCA using pre–post Likert-type questionnaires. After discovering that authenticity was intensely perceived, we used inferential statistics to examine the relationships between different authentic aspects related to both hard and soft science skills and SE and SCA. We identified a significant connection between students’ experience of acquiring authentic knowledge (i.e. hard skills) and their SCA, as well as between the social experience (i.e. soft skills) and students’ SE. This study contributes to understanding the design and impact of authentic science activities in research institutes.

“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning

AbstractThis study explored the impact of authentic out‐of‐school learning on students' beliefs about their science learning efficacy and career aspirations. The learning activity, designed following an authentic learning framework, was led by research scientists. We examined how students' emotions, induced in an authentic scientific activity, mediated the connection between the perceived authenticity and the self‐efficacy/aspiration beliefs. Data were gathered from 177 secondary science students participating in an out‐of‐school activity using a scanning electron microscope (SEM). Three questionnaires were applied: (1) Perceived authenticity (Post, 7 items, Likert scale); (2) Semantic differential emotion questionnaire (SDEQ) (Pre‐Post, 5 items); and (3) Beliefs questionnaire in two parts: Self‐efficacy and science aspirations (pre‐post, 7 + 5 items, Likert scale). The collected data were integrated into quantitative models of affect with authenticity as an independent variable, the differences in the pre‐post belief structures as the dependent variable, and the emotions as mediators. Multiple regression analyses were performed to develop the models by evaluating the size and significance of the relationships between the variables. The results indicated the perceived authenticity significantly predicted both self‐efficacy and the career aspiration pre‐post differences. However, emotions behaved as a mediating variable only for self‐efficacy growth. An additional model evaluated the connection between students' emotions learning science in school and their experience of authenticity and emotions in the out‐of‐school activity. The study contributes to the literature by revealing underlying affective mechanisms related to out‐of‐school authentic science activities and suggesting theoretical and empirical justifications.

Analysis of Metacognitive Awareness in Relation to Achievement in Mathematics in Secondary School Students

cognition, defined as "thinking about one's own thinking," encompasses reflection on knowledge and self-regulation of learning processes, both integral to learning and development. This study examines the impact of metacognition on mathematics achievement among secondary school students. Using a combination of descriptive surveys and comparative correlation methods, we investigated the relationship between metacognition and mathematics achievement in a sample of 100 secondary science students selected randomly. Data were collected using the Cognitive Awareness Inventory developed by Schraw and Dennison (1994), which assesses various aspects of metacognitive awareness. Our findings indicate a significant positive correlation between metacognition and mathematics achievement. Furthermore, gender was found to have no significant impact on mathematics achievement in terms of metacognitive awareness. These results contribute to our understanding of the importance of metacognition in academic achievement, particularly in the context of mathematics education. Educators and policymakers may benefit from considering the role of metacognitive strategies in promoting student success in mathematic.

Effect of working memory on student’s performance at secondary level

The ability to process and temporarily store data is known as working memory, a concept crucial in cognitive psychology with applications in academic teaching and cognitive function. This study aims to explore the association between working memory and the mathematics performance of secondary school students. The study focuses on secondary science students in Lahore schools, with a population of 180 scientific students sampled through convenience sampling. Data analysis involved the use of a questionnaire and employed both descriptive and inferential statistics. The study concludes that working memory significantly impacts the performance of secondary school pupils.

SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement.

SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES

This study examined students’ perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students’ mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students’ perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students’ highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students’ perceptions on science learning environment predicted students’ metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students’ self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students’ metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. Keywords: constructivist pedagogy, science learning environment, secondary students, self-efficacy, students’ metacognition

Supplementary Private Tutoring for Science Students of Higher Secondary (HSC) Level In Bangladesh: Perceived Factors, Causes And Challenges

Students use supplementary private tutoring for their education which is a worldwide phenomenon particularly in science education. The present study aimed to examine how household heads of Bangladesh perceive supplementary private tutoring factors, causes and challenges for science students of higher secondary (HSC) level. In this study, a survey questionnaire was administered with 200 randomly selected household heads of higher secondary science students in Mymensingh district of Bangladesh. To supplement the quantitative survey, the study also collected qualitative data from 12 higher secondary science teachers, 12 tutors as well as 20 students in two FGDs. The study shows that the level of income, education level and occupation of household heads may affect in taking the supplementary private tutoring for science students in Mymensingh. The main causes to take the tutoring are obtaining better result, making hard subjects easier, getting admission into better institutes, achieving local and foreign scholarships are mentioned as the causes of providing extra tutoring to their children. Moreover, lack of knowledgeable tutors, increasing initiatives for tutors and increasing expenditures for tutoring are identified as the major challenges. The findings of this study would have implication with policy initiatives and teaching learning practices in the science education development of Bangladesh. Social Science Review, Vol. 38(2), December 2021 Page 23-49

Promoting Socioscientific Issue-based Science Education – Finding Opportunities in Assessment

There have been attempts to integrate assessment with teaching to enhance learning. In this study, we have attempted to use assessment as a strategy to foster socioscientific issue (SSI)-based learning. The available research suggests that teachers have a positive attitude towards the incorporation of SSI-based discussions in their classrooms simultaneously stating challenges like limited time, rigid syllabus, exam pressure, unavailability of related resource material, and intellectual demand on the part of the teacher as well as students, etc. We argue that ‘guided assessment’ as a pro-learning assessment approach could be used to promote SSI-based learning in the face of challenges. This paper describes and explores the efficacy of the ‘guided assessment’ task included in an SSI-based learning module developed on issues related to groundwater. This module was trialled with thirty secondary science students belonging to the lower socioeconomic background. The data related to the ‘guided assessment’ task was analyzed qualitatively using socioscientific sustainability reasoning framework developed by Morin et al. (2014) and we found that the ‘guided assessment’ strategy facilitated students through questioning and provided opportunities to reflect on themes crucial to decision-making. The findings also revealed the impact of peer interactions on decision-making skills of students. Based on this intervention, we propose that teachers can use such an assessment strategy to make their SSI-based instruction more efficient and effective.

Secondary Science Students’ Attitude Towards Biology in a Higher Secondary School in Punakha Dzongkhag

Secondary Science Students’ Attitude Towards Biology in a Higher Secondary School in Punakha Dzongkhag

Exploring the perception of Higher Secondary Science Students for their Career Objective: a case study in Western Odisha

Introduction- Career choice should be based on practical measures that rely on appropriate information and experience that depend on an analytical approach for choosing best for students based on their capabilities, interest and their skills rather than following the footsteps of others. Because it is one of the most vital elements that transform lives and should be taken seriously without being influenced. Objective- The motive of the study is to determine the perception of the higher secondary science student for making a career choice. The research also explores the career management process that performs a vital role in formulating appropriate career decisions for the higher secondary students for their bright future and sustainable growth. Methodology- The research utilizes empirical analysis methods based on primary research. The total number of respondents in the research are 152 students willing to share their opinion who are studying in the higher secondary and living in Western Odisha. The paper uses a Random Sampling Method based on a primary approach that relies on standard questionnaires. Statistical tools for extracting and analyzing the data in the study use the ANOVA approach. Results- The result prominently favors the role of career management and influencing factors that reveal a significant and promising impact on students' perception while making career choices. Keywords- Career Choice, Career interest, Career Management Process, Western Odisha and education, STEM as a career choice

Teacher Self-regulatory Skills and Science Students’ Practical Achievement on Rate of Chemical Reaction in Senior Secondary School, Uyo, Nigeria

Effective engagement in practical work enables science students to acquire abilities, skills, competence and understanding of laboratory practical knowledge. The study investigates teacher self-regulatory skills in laboratory practice and students' academic achievement on the rate of chemical reaction in science. Eighty (80) science teachers and eighty (80) senior secondary science students were randomly selected from fourteen schools in Uyo Local Government Area of Akwa Ibom State, using the technique of purposive sampling. Three research questions and three hypotheses tested at a 0.05 level of significance guided the study. The study utilized ex-post facto design as the independent variables of teacher self-regulatory skills, gender and experience are variables that have already occurred, and the researchers had no direct control over them. A 20-item multiple choice Achievement Test on Rate of Chemical Reaction and Questionnaire on Teacher Self-regulatory skills were instruments used for data collation. Mean, Standard Deviation, t-test and multivariate analysis of variance were used for analysis. Results show that teacher self-regulatory skills have a significant effect on practical achievement on rates of chemical reactions. There exists no significant difference in the achievement mean scores of science students based on gender with regards to teacher self-regulatory skills.; but the significant difference exists in the achievement mean scores of science students based on teachers' teaching experience given their self-regulatory skills. Recommendations amongst others were that science teachers should apply effective use of self-regulatory skills in teaching and understanding of the rate of chemical reactions.

Cacoepy (bad pronunciation or mispronunciation) of scientific terms and their effect on learning of secondary level science students

This research investigates cacoepy of science terminology encountered by the secondary level school students of Kohat district. The problem of cacoepy of scientific terms needs investigation due to the assumption that mispronunciations if learned in secondary level were still frequently performed by the advanced level students or may be throughout their life. The current research was designed in order to identify the cacoepy of common science terminologies by secondary school students and to study the science teachers’ views on secondary level science textbooks produced by the Khyber Pakhtunkhwa Textbook board. It was found that majority of the students like science subjects and find the terminologies difficult in which most of the terms contain more than 7 alphabets and were considered as complex terms. Due to this complexity, students feel difficulty in learning of scientific terms. Most of science terms were derived from Greek, Latin and other ancient languages, so students cannot understand their meanings. Almost every chapter of secondary school biology, chemistry and physics is overloaded with difficult terms and students felt difficulty in preparation of those subjects in which mostly difficult terms were found in biology. Usually, science teachers prioritize goals for school science that are solely focused on preparing students for the next academic level (for future formal study of science) and completing his course within the sessions while disregarding the students' pronunciation of scientific terms. It is advised that authors use basic phrases and limit terminology with more than seven alphabets. It is critical to expose secondary pupils to workload that is appropriate for their learning requirements rather than annual book revision and insertion of heavy workload. Teachers should insert few terms into science lessons for practicing daily, and it is enough to devote a minute or two to some pronunciation issue so that fluency during lecture is not interrupted a lot. Pointing out a pronunciation problem when it has just arisen in the course is a good way of introducing correct pronunciation into the class. English plays an important part in the development of students because of its present and future as an international language. Real life activities or examples should be associated with important topics. Textbooks should be altered for language of explanation to match the level of students in secondary schools in Khyber Pakhtunkhwa, and some outdated themes should be replaced with new themes to meet the needs of the 21st century. It is suggested that the textbook board in Khyber Pakhtunkhwa should include the Urdu phonology and meaning of the found terminologies at the start of each chapter.

AWARENESS OF PHYSIOTHERAPY AMONG HIGHER SECONDARY SCIENCE STUDENTS (BIOLOGY STUDENTS) IN MEHSANA DISTRICT – A CROSS SECTIONAL STUDY

Background:In the Indian education system students can pursue the physiotherapy course after their higher secondary study. Aim:The aim of the study is to nd out the awareness of physiotherapy among higher secondary science students (biology students).Objective:To nd out the awareness of physiotherapy among higher secondary science students (biology students) with the use of a self-questionnaire. Materials And Methodology:Across sectional study was performed among 100 higher secondary science students (11th &12th biology students) in Mehsana district to determine physiotherapy awareness in them. Aself-questionnaire was used. Result: 100 students were included to investigate awareness of physiotherapy among higher secondary science students, out of which (57%) students were having awareness of physiotherapy and 43% students are unaware. Conclusions: The study concluded that 57% of the students are aware about physiotherapy, but there is still a lack of complete awareness and knowledge of physiotherapy among higher secondary science students (biology students) in Mehsana District.

The utility of 3D, haptic‐enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart

AbstractBackgroundKnowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike.ObjectiveTextbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.MethodsAn exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart.Results and ConclusionsSignificant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.TakeawaysResults suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.

Increasing underachievement of Australian highly able secondary science students

Increasing underachievement of Australian highly able secondary science students

Promoting Problem-Solving Skills among Secondary Science Students through Problem Based Learning

This research was informed by a constructivist approach to learning, with a focus on answering the research question: what skills can science teachers promote and encourage among students through designing and implementing problem-based learning in their classrooms? The research was carried out in a co-education secondary school in England and involved fifty-two Key Stage 3 students (second year of secondary education), aged 13 years old. It utilized a theoretical framework of the 3C3R model (3C- content, context, and connection, and 3R- researching, reasoning, and reflecting) in problem-based learning (PBL). Data were collected through lesson observations, interviews, and focus groups. It was analyzed using thematic analysis and the recurrent themes were coded by creating relationships and links to the problem-solving skills promoted by PBL. The study found that the application of prior knowledge, collaborative learning, modeling and eliciting feedback were the skills promoted by PBL and these are valuable in problem-solving. However, collaborative learning was the dominant skill promoted by PBL. Teachers’ pedagogical knowledge and the time students spent researching were limiting factors in promoting problem-based learning, thereby suggesting the need for continuing professional development for teachers and further integration of blended PBL to maximize learning time.

Investigating teacher development of self-regulated learning skills in secondary science students

This multiple case study examined how secondary science teachers supported their students’ self-regulated learning development after an intensive, year-long, professional development. The results suggest that the teachers largely used the SRL coaching strategies of observation and emulation, emphasized different SRL processes, while less than half of the teachers explicitly encouraged their students to use the self-reflection phase of SRL to guide future cycles of SRL. Additionally, even though the majority of the teachers established process goals for their instruction, they evaluated their students with reference to product goals.

STUDY OF THE SCIENTIFIC TEMPER OF SENIOR SECONDARY SCIENCE STUDENTS

This research aims to study the scientific temper of senior secondary science students in the context of the locality, gender and subject groups. Investigator developed a standardized tool for measuring the scientific temper, consists of 100 test items related to six dimensions of scientific temper. The tools reliability, cross validity and concurrent validity were found 0.68, 0.72 and 0.68 respectively. A sample of 600 was selected randomly from the population and the tool was administrated on the sample to compare the scientific temper in the context of the locality, gender and subject group. Descriptive and inferential statistical analysis of the raw score revealed that the scientific temper of urban senior secondary science students is significantly higher than their rural counterpart and the scientific temper of PCM (Physics, Chemistry and Mathematics) subject group students is also significantly higher than PCB (Physics, Chemistry and Biology) subject group students but the scientific temper of boys and girls of senior secondary science students does not differ significantly.

Self-examination, compassion and narrative imagination in students' critical examination in science education

Abstract The interest of this study is in how science education may contribute to cultivating democratic citizenship in a globalised world. The drive for joint global action and a mutual sense of responsibility for achieving a sustainable future need to be balanced with consideration for inequalities, accountability and differences in agency among people around the world. This raises questions of what citizens need to know, do, and feel to respond to the contemporary and future needs of a broader humanity. We explore how Martha Nussbaum's notion of world citizenship (1997) may be used to expand the understanding of critical examination of socioscientific controversies in science education. We analyse how groups of upper secondary science students engage in a critical examination of dairy and oat milk production and consumption from multiple perspectives. The study exemplifies how the critical examination of science may be recognised not only as source critique, but also as a way to: critically examine norms, traditions and personal habits; recognise oneself as bound to others by mutual concern for human and environmental wellbeing; imagine pathways to a sustainable future; and make moral judgements on a cow's right to life.

A Study of the Effect of Parental Education and Occupation on the Study Habits of Class XI Science Students of Aizawl City

It has been often said home is the first school and parents the first teachers. A child’s education is greatly affected by his environment including the home. As parents are major figures in the home, their education and occupational status would be expected to have bearing on the educational performance of a child. A study was conducted among secondary science students of Aizawl City Mizoram to examine if parental education and occupational status would have significant bearing on the study habits of the child. A sample population of 512 students from 8 schools was examined and the Study Habit Inventory developed by Dr. M. Mukhopadhyay and Dr. D. N. Sansanwal was used for the purpose of the study. Statistical techniques such as t-test were used to analyse the data and the study found that the study habits of children were affected only by the educational status of the mothers.