Science Education Students Research Articles

Implications of Message Length and Delay in Undergraduate Online Discussions

This study aimed at verifying the association of message length and delay in university online discussions with academic achievement and students’ influence on their classmates. Forums in Moodle were designed, and asynchronous online discussions with first-year undergraduate students of Educational Sciences were conducted. We gained word count from the learning management system, the weekly delay in posting a message to the forum was regarded, and we assumed the students’ grades to know their academic success. To obtain an indicator of influence, we conducted a social network analysis from the interactions that emerged from the online discussions. Then, we calculated the eigenvector centrality of each student once the debate had been completed. Results showed a low monotonic association between grades and the message words or the delay in posting. There was a slight trend to achieve more eigenvector centrality since students took more time to send a message and when messages were more synthetic. However, we did not obtain values in the coefficients that would allow us to infer a relevant association. The level of correlation detected for the grades was significant and, above all, regarding eigenvector centrality. We discussed the limitations of this study, the need for more research, and the implications for educational practice.

Science Education Students' Perceptions of Single-Parenting Impacts on Science Learning

Science Education Students' Perceptions of Single-Parenting Impacts on Science Learning

Micro-Teaching and Teaching Practice: A Predictor of Physics Teacher Trainee’s Performance

Microteaching and teaching practice are important and compulsory twin course for any teacher trainee student in Nigeria before becoming a professional teacher. The former pave the way for the later and it is intended to prepare teacher trainee for the real teaching practice exercise. This study investigate whether microteaching successfully predict the performance of physics teacher trainees in teaching practice. This investigation is a quantitative research which adopt the ex post facto research design. It involved a cohort of 638 final year Bachelor of Science Education (Physics) students spanning four academic sessions (2015/2016- 2018/2019). The only research question and hypothesis raised were answered and tested using mean/standard deviation and t-test statistics respectively. The result reveal a moderate positive relationship between the performance of physics teacher trainees in microteaching and teaching practice. This study concludes that micro-teaching viably predicted student’s performance in teaching practice.

Investigating the Impact of Activities Based on Scientific Process Skills on 4th Grade Students Problem-Solving Skills

The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the “Scientific Process Skills Test (SPS)”,and for problem-solving skills, the “Problem Solving Inventory for Children at Elementary Education Level (PSIC)” were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.

Attitude of Science and Technology Education Lecturers and Students Towards Using Metacognitive Strategies in Colleges of Education in North-East Nigeria

The study investigated the attitude of lecturers and students of Science Technology Education and Mathematics (STEM) towards metacognitive learning strategies in Colleges of Education in North-East Zone of Nigeria. One purpose was identified, one research question answered and one null hypothesis tested. The study employed descriptive survey research design in which a 16-item instrument, designed by the researchers, was used in collecting data from a sample of 138 respondents were randomly selected, made up of 56 lecturers and 82 students, drawn from 10 Colleges of Education in the North-East Zone. The instrument was validated by two experts in Science Education, drawn from Department of Education, University of Maiduguri. The validated copy was pilot tested on 25 students and 10 lecturers of Science Education programme from Sa’adatu Rimi College of Education, Kano, an institution outside the study area. Test re-test method was used to obtain the reliability of the instrument, using the Pearson Product Moment Correlation Coefficient (r) which stood at 0.87. Mean and standard deviation were used in analyzing and answering the research question. The null hypothesis was tested at 0.05 level of significance using the z-test. The study found that students of Science Technology Education and Mathematics (STEM)in Colleges of Education in the North-East Zone of Nigeria had a positive attitude towards metacognitive learning strategies. The study also found that there was no significant difference between the mean scores of the responses of lecturers and students on the students’ attitude towards metacognitive learning strategies in Colleges of Education in North-East Zone of Nigeria. It recommended among others, that Students of STEM in Colleges of Education in North-East Zone should continuously develop positive attitude towards metacognitive learning strategies which have the tendency to improve their performances, and methods should be put in place by lecturers and management of the Colleges of Education to design programmes, activities and schedules which are able to arouse students’ interest in metacognition and as well sustain such interest.

Effect of physical exertion training on bio-kinetic abilities in weightlifting among students of Physical Education and Sports Sciences

The objective of this research was to study the effect of physical exertion training on bio-kinetic abilities in weightlifting among students of Physical Education and Sports Sciences. The present study had a pre-posttest experimental design in which participants were recruited in two groups: experimental group and control group. A total of 30 students of Physical Education and Sports Sciences constituted the sample of the study. The sample selection was done by a comprehensive inventory method. Participants were equally allocated into two groups with n=15 in each group. Participants of experimental group were made to perform special physical exercises with three training units per week during eight weeks. The statistical analysis was carried out using SPSS. The results of the study showed that the physical exertion training has a positive effect on developing some bio-kinetic abilities in weightlifting among first-year students of Physical Education and Sports Sciences.

Blood donation attitudes and knowledge in Spanish undergraduates with roles in health-education

BackgroundRecent investigations highlight how important it is to identify the key factors involved in the design of strategies to promote blood donation among undergraduates as a public health concern. The study aims to investigate attitudes and knowledge towards blood donation in university students with health education roles and examine the way sociodemographic and educational characteristics play a part in it. Materials and methodsA cross-sectional and multi-center design was used. A structured questionnaire was answered by 1128 Spanish university students (Schools of Health Sciences and Education Sciences). ResultsThe knowledge test indicated a low score (M = 4.2 out of 10), being Me = 3.00 in the case of Education Sciences and Me = 5.00 in Health Sciences students. The greatest degree of importance is found in the “external incentives” dimension (M = 3.7 out of 5). Health science students and participants with relatives who needed a donation showed fewer “fears” (p ≤ 0.001) and “pretexts” (p ≤ 0.01). ConclusionsThe low knowledge score stresses the need to develop valuable health education-related strategies in the curriculum of studies related with health education; showing room for improvement particularly in Education Science students. Health education interventions aimed at increasing donors in the university environment should be designed while considering differences among undergraduates. Based on their better attitudes, health science students might play a relevant role in promoting blood donation.

An explanatory model of the relationships between sport motivation, anxiety and physical and social self-concept in educational sciences students

Motivation plays a key role in the physical-sports field, in the control of disruptive states and in the mental image that people have of themselves. In view of the above, the present study reflects the objectives of identifying and establishing the relationship between sport motivation, anxiety, physical self-concept and social self-concept, broken down into (a) developing an explanatory model of sport motivation and its relationship with anxiety and social and physical self-concept and (b) contrasting the structural model by means of a multi-group analysis according to sex. To this end, a quantitative, non-experimental (ex post facto), comparative and cross-sectional study was carried out on a sample of 556 students (23.06 ± 6.23). The instruments used were an ad hoc questionnaire, the Spanish version of the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), the Beck Anxiety Inventory (BAI) and the Self-Concept Form-5. The results show that the male sex orients sport motivation towards climate, obtaining higher levels of anxiety, however, the female sex, anxiety has a negative impact on the development of social self-concept. In conclusion, it can be affirmed that gender is a fundamental factor in the orientation of sport practice, as well as the development of anxiety and physical and social self-concept.

Prevention and Health Promotion during Studies: Suggestions for an Interdisciplinary Curriculum in Medicine and Educational Science

In academic medicine, the growing importance of disease prevention and health promotion poses new challenges. Besides diseases, the focus must also be on health resources and competences in order to promote health and to prevent diseases or their prolonged manifestation. These aspects must already be integrated into medical education in order to equip future professionals. With the aim of integrating health promotion and disease prevention more strongly in the curriculum and strengthening the interdisciplinary collaboration between physicians and other health care professionals, a prototypical longitudinal model curriculum is being developed for students of medicine and educational science with a focus on health pedagogy at Augsburg University. Students learn about health promotion strategies in the University setting, gain initial interdisciplinary experience and then plan and implement health promotion initiatives for their fellow students in smaller projects as peers. The intention is to make the university setting more health-promoting for as well as by students.The model curriculum is intended to provide other university locations with "good practice" examples that can then be locally adapted and integrated into the respective curricula.

Effect of TPS strategy in teaching basketball defensive skills in female students of Physical Education and Sports Sciences

The aim of the present study was to recognize the effect of the TPS strategy in teaching defensive skills in basketball for female students. The research community was identified, represented by the second-level students of the faculty of Physical Education and Sports Sciences of Dhi Qar University. In this study, participants were allocated into two groups, experimental group and control group, with n=16 participants in each group. Control group participants were given training with basic curriculum and experimental group participants were given educational training based on the TPS (Think - Pair - Share) strategy. The findings of the present study revealed significant improvement in the defensive skills of the participants of the experimental group.

Psychological fluency and its relation to psychological flow among students of Physical Education and Sports Sciences

The aim of this study was to identify the psychological fluency and psychological flow and the relationship between them among students of the fourth stage of the College of Physical Education and Sports Sciences at the University of Babylon. A cross sectional study was carried out and it was used a descriptive approach with survey and correlational methods. A total of 15 female students participated in the study. Psychological fluency scale and psychological flow scale were used as research instruments to identify the psychological fluency and psychological flow and the relationship between them. After processing the results statistically, we found that the fourth-stage students of the College of Physical Education and Sports Sciences enjoy a high level of psychological fluency and also a high level of psychological flow. Psychological fluency had a positive relationship with the psychological flow as the calculated scores for the correlation relationships were 0.428, 0.422, 0.235 and 0.766. In conclusion, the fourth-stage students of the College of Physical Education and Sports Sciences enjoy a high level of psychological fluency and psychological flow. Psychological fluency had a positive relationship with the psychological flow of fourth-stage students in the College of Physical Education and Sports Science, with a high level of psychological fluency.

The effect of using e-learning technology in learning the skill of clean and jerk in students of Physical Education and Sports Sciences

The purpose of this paper was to identify the effect of using the e-learning technology method and the method used by the teacher in teaching clean and jerk skill to students of the College of Physical Education and Sports Sciences of the University of Kufa, as well as to identify the difference in the effect between using these two methods in teaching clean and jerk skill for students. In terms of research methodology, the researchers used the experimental method. A total of 40 students of the first stage participated in the study and were equally assigned into two equal groups (control and experimental). The control group (the method used by the teacher) included 20 students and the experimental group (e-learning technology method) included also 20 students. A statistically significant difference was found in both groups (control and experimental) in student’s performance level with clean and jerk skill in post test results (p<0.05), compared to pre-test. Also, there were statistically significant differences (p<0.05) in the second post-test between the experimental group (M=7.34, SD=8.4) and the control group (M=5.55, SD=0.49), in student’s performance level with clean and jerk skill. The researchers reached several conclusions, including the development in the performance level of students with clean and jerk skill for both groups (control and experimental), as well as the differences in the effect of e-learning method and the method used by the teacher in developing the level of student’s performance with clean and jerk skill, in favor of the experimental group (e-learning).

The Relationship between Academic Motivation Levels and Career Decisions of Physical Education and Sports Science Students

Aim: The purpose of this study is to evaluate the relationship between academic motivation levels and career decisions of physical education and sports science students. Methods: In accordance with the aim of the study, the research model was designed based on correlational survey model. The universe of the research is made up of students of Istanbul City Public and Foundation Universities, Physical Education and Sports Vocational School of Higher Education and Faculty of Sports Science, while the sample is made up of 398 voluntary students. Participants were asked to fill personal information forms, academic motivation scales and career decision scales. The data gathered were transferred to the SPSS 25 packaged software, and correlation and regression analyses were performed. Conclusion: In conclusion, it was determined that students of physical education and sports science have a good level of academic motivation while the perception of career decision is at medium level. It was determined that, there is a low level relationship between academic motivation and informed career decision and uninformed career decision, a medium level relationship between academic motivation and career decision general score, and that the academic motivation level predicts the career decision and explains 22% of the total variation. Keywords: Physical Education and Sports, Academic Motivation, Career Decision, University Students

Effect of the use of augmented reality applications on academic achievement of student in science education: meta analysis review

ABSTRACT It was aimed to review the effect of the use of augmented reality applications on the academic achievement of students in science education in this study. In line with this aim, the experimental researches reviewing the effect of use of augmented reality applications within the scope of science course on student achievement were evaluated with meta-analysis method. 16 studies included into this research were accessed from ERIC, Google Scholar, ScienceDirect, SpringerLink, Taylor & Francis, Web of Science databases in line with certain criteria. In order to reach these studies from databases, the following key words were used; “‘augmented reality’ & ‘achievement’” and “‘augmented reality’ & ‘achievement & science’”. Funnel plot, Orwin’s Fail-Safe N and Egger tests were used for detecting the publication bias and it was determined that there is no publication bias. At the end of the meta-analysis, it was determined that the effect of the use of the augmented reality applications on the student achievement in the science course is moderate (d = 0,643) in favor of the experimental group. Thus, it was presented that the use of the augmented reality applications affects the student achievement positively in the science course.

Investigation of STEM fields motivation among female students in science education colleges

BackgroundThe expectancy-value theory that constitutes the theoretical background of this study on motivation provides a strong framework for cognitive development, as it includes most of the beliefs, values, and goal variables found in various theories on motivation. Besides, this theory focuses directly on how different socializers such as parents and teachers influence the students’ development of motivation. Strong motivation of teachers towards STEM fields is important both in terms of performing STEM activities in their own classrooms and motivating their students to STEM fields.The context and purpose of the studyOur current research examines the motivation of female students in science education college towards their STEM fields according to certain demographic properties. Three-quarters of the students enrolled in science education colleges in Turkey are women who are under-represented in STEM fields. Determining the motivation of female science education college students towards STEM fields can be considered a long-term, sustainable, and pervasive effect, as they are the potential STEM educators of the future.ResultsAs a result of the study, it was determined that the motivation of female science education college (university) students towards STEM fields did not differ according to grade level, type of high school they graduated from, and family income. However, motivation towards STEM fields did differ according to variables of “having received STEM training”, “having participated in STEM activities”, “having (or not having) a role model working in a STEM field” and, “father education-level”.ConclusionsThe results obtained from this study are valuable for the design of possible intervention studies in the future. For example, designing role model interventions, incorporating STEM training into education college programs, and organizing more STEM activities within education college programs are considered to be important steps to increase the motivation of female science education college students. Increasing the motivation of prospective science teacher candidates towards STEM fields with various interventions has indirect importance for them to motivate their students to consider STEM fields in their future professional lives.

Fostering information problem solving skills through online task-centred instruction in higher education

The competence to perform an academic literature review task in a digital context is of paramount importance for higher education students. However, both undergraduate and graduate students have difficulty finding, analysing, and processing such information for their academic tasks. Recent studies propose a task-centred approach to teach relevant knowledge and skills to perform review tasks. This paper presents a quasi-experimental study on the effects of an online task-centred course on the IPS skills development and self-efficacy perception of 80 graduate students in educational sciences. The Information Problem Solving (IPS) and Four-Component Instructional Design (4C/ID) models have been applied for course design and development. The results indicate that, after the course, students in the experimental group outperformed the control group on planning and search activities. These students also seemed to do better at defining research questions and processing the information found, though these results were not statistically significant. Finally, no differences were found related to the ability to present information. In addition, self-efficacy related to the IPS skills needed to perform an academic literature review task developed positively in the experimental group. Implications for instruction on these IPS skills in higher education are discussed.

Acercamiento a las perspectivas del estudiantado universitario: Ciencias de la Educación y Diversidad Sexual

The following study presents the results of an approximative investigation, whose target sample are the students of Educational Sciences at the University of Valencia. Specifically, 18 people participated: 13 women and 5 men, with whom three focus groups were held. Through a qualitative methodology of a reflexive-analytical nature, the different testimonies of the student body are analysed in order to reveal beliefs, attitudes and behaviours towards their LGTBIAQ+ peers. Together with the analysis of the rest of the university educational agents, the research team aims to analyse the university reality of queer students and make proactive proposals based on the results.

Relationship between facebook and academic achievement of students in science education.

Relationship between facebook and academic achievement of students in science education.

Philosophical Bases of Scientific Ethics in Adherence to Scientific Method

Considerations on scientific ethics for science student are exposed which are required in order to achieve an adequate formation consistent with the intelectual nature of the pursued scientific investiture. This situation is analyzed from the philosophy of science perspective which in this case is strongly supported on the empirical basis of scientific praxis. The philosophical bases for understanding ethics are explained remarking the influence of various philosophical doctrines or schools of thought and underlyning the confusion between moral and ethical perspectives. Consequently, scientific ethics requires handling a proper concept of science, and of scientific method including the debate on its non-existence which lacks basis on philosophy of science. Thus, questions such as: why am I a scientist? what is science? what is scientific method? why do we publish? and, what scientific ethics actually is and how it influences science students? should be considered and coupled with the philosophical doctrines that led us to the praxis of a scientific calling, such as romanticism, existencialism, positivism, rationalism, and empirism, among others. That is, it is an ethical requirement to recognize and consider the philosophical bases of science for the praxis of scientific research. As corolary, it is pertinent to state that ignoring ethics and its philosophical bases may constitute a deficiency in education of science students.

Adherence to the Mediterranean diet and its association with self -concept and academic and physical domain in education science students: a cross-sectional study

Background: Mediterranean diet is considered to be a healthy and convenient diet model due both to its physical and mental benefits. Therefore, the aim of the present research is to detail diet pattern, academic performance and self-concept, anxiety and physical activity practice in university students, as well as to establish relationships between the variables. Methods: A descriptive and cross-sectional study was carried out with a sample of 558 undergraduates at the University of Granada, using an Ad Hoc Socio-Academic Questionnaire, the PREDIMED, Self-concept Form-5 and BAI tests to collect the data. Results: The results obtained show that a high percentage of the sample practices more than three hours of physical activity per week, needs to improve their diet, reflects low levels of anxiety and shows higher scores in academic self-concept. Conclusions: A positive adherence to the Mediterranean diet shows improvements in academic performance and in the physical, social and academic aspects of “self-concept”.