Science Education Students Research Articles

Determining Science Education Students’ Career Aspirations and Future Career Perspectives: A Narrative Inquiry

Despite achieving similar college degrees, students venture into different paths post-graduation. Having a career plan with career aspirations and future career perspectives is essential for an individual to have a more straightforward career path. This qualitative narrative inquiry research determined science education students’ career aspirations and future career perspectives. Nineteen college science education students in a state university in Zambales, Philippines, were asked about their written narratives describing their career aspirations and future career perspectives. Data from the participants were subjected to thematic analysis following Braun and Clarke’s (2006) framework. Findings showed that science education students’ career aspirations were (a) to teach and inspire students, (b) to pursue advanced studies, (c) to take licensure examinations, (d) to work abroad, and (e) to shift career. Meanwhile, the science education students’ perspectives toward their career after 10 years were (a) to become successful in the teaching field, (b) inspiring and teaching the students, (c) contented in the chosen profession, and (d) willing to embark on another journey. Based on the findings, researchers recommended the creation of career guidance and career management programs among graduating students to provide more apparent career aspirations and career perspectives among them as they become future professionals.

Examining the Status of Competency-Oriented in Medical Science Education in Iran

Background: Nowadays, medical education is increasingly aligned with the competency-oriented approach worldwide. Objectives: This study aimed to evaluate the competency-oriented nature of medical sciences education in Iran. Methods: This study is of a qualitative-analytical-applied nature and consists of 2 phases: a synthesis research phase conducted through a scoping review and a qualitative content analysis phase carried out through focus group discussions. Results: The results, obtained by combining 11 articles and conducting qualitative content analysis through focus group discussions involving 14 professors and doctoral students in medical science education, showed a significant gap between Iran's medical science education and a competency-oriented approach. This gap is evident in 4 dimensions: teaching-learning, assessment, context-infrastructure, and planning, with a total of 13 sub-categories identified. Conclusions: The research showed that the gap between the current situation and competency-oriented medical science education is particularly pronounced in basic and theoretical courses. Therefore, those involved in this field should be given more attention to addressing this gap.

Impact of the Split Teaching Practice Model on Undergraduate Pre-Service Teachers’ Performance in Science Content Delivery

The study adopted an observational research design to assess the impact of the Split Teaching Practice Model on undergraduate pre-service teachers' performance in science content delivery within classroom settings, without researchers’ intervention. The population consisted of 119 second-year and 102 third-year science education students at Federal University Gusau - Nigeria, engaged in First and Second-phase teaching practice during the 2022/2023 academic session. A convenience sample of 96 pre-service teachers (54 in First-phase, 42 in Second-phase) was obtained. Data collection involved structured classroom observations using instrument tagged Pre-service Teachers' Performance in Science Content Delivery. Validity and reliability of the instrument were established through expert validation and inter-rater reliability assessment, yielding a correlation coefficient of 0.86. Four null hypotheses were tested using t-tests, focusing on lesson planning, presentation, class management, and attainment of objectives. The findings of the study revealed that, significant differences in favour of Second-phase pre-service teachers in aspects like sequential presentation, subject matter mastery, instructional materials usage, time management, and student participation. No significant differences were found in lesson introduction and questioning techniques. Second-phase pre-service teachers outperformed in class management and objective attainment. The study recommended continued adoption of the Split Teaching Practice Model, emphasizing refinement and customization to address specific improvement areas through feedback in teacher training institutions.

PREDICTORS OF UNDERGRADUATE SCIENCE EDUCATION STUDENTS’ ENTREPRENEURIAL INTENTIONS IN GOVERNMENT OWNED UNIVERSITIES IN SOUTH-EAST NIGERIA

The study examined the predictors of undergraduate science education students’ entrepreneurial intentions in government owned universities in South-East Nigeria. Three research questions guided the study. Descriptive survey research design was used in the study. The population for the study consisted of all the 472 undergraduate science education students in two federal government owned universities in South-East Nigeria, this include Nnamdi Azikiwe University Awka (261 students) and University of Nigeria Nsukka (211 Students). Simple random sampling was used in selecting the sample for the study. The sample size for the study consists of 127 students. The research instrument was a structured questionnaire on four-point Likert scale adapted from Lee, et al. (2012) and Manzoor, Meheraj and Wali (2020), in addition, the research instrument was validated by three lecturers in the Department of Science Education, Nnamdi Azikiwe University, Awka. Similarly, the reliability of the instrument was calculated using Cronbach Alpha reliability technique and a value of 0.76 was obtained. The data collected was analyzed using mean and standard deviation. The finding of the study shows that attitude, subjective norms (SN) and perceived behavioral control (PBC) have influence on entrepreneurial intentions (EI) of undergraduate science education students. Moreover, students’ attitude accounted to a high extent their EI than SN and PBC which were to a moderate extent. Based on the results, it was recommended that Parents should encourage their children to associate themselves with entrepreneurship-based groups that support entrepreneurship since social norms have a significant influence on entrepreneurial intention and Government should establish entrepreneurship networks in universities and communities to support entrepreneurship activities set up.

ARTIFICIAL INTELLIGENCE (AI) IN EDUCATION: INTEGRATION OF AI INTO SCIENCE EDUCATION CURRICULUM IN NIGERIAN UNIVERSITIES

This study investigates the integration of artificial intelligence (AI) into science curricula at Nigerian universities, motivated by the imperative to prepare students for the evolving demands of the digital age. Employing a mixed-methods approach, the research explores the impact of AI integration on learning outcomes, student engagement, and overall educational quality in science education. Quantitative analysis focuses on academic records, assessing the performance metrics of 180 science education students enrolled in AI-integrated courses across three Nigerian universities. Diverse representation across institutions and academic levels ensures comprehensive insights. Qualitative data, gathered through semi-structured interviews with three experienced lecturers, delves into their perspectives on AI integration in science education. Interviews, conducted via online platforms, highlight the rationale for integrating AI into the curriculum and the lecturers' experiences with AI in their classrooms. Statistical analysis of quantitative data, including regression analysis, identifies patterns and correlations in student performance. Qualitative data undergoes thematic analysis, revealing key insights and recurring themes within educators' and students' narratives. The results demonstrate a tangible link between AI integration and science education, offering a nuanced understanding of advantages and disadvantages. This research advocates for an adaptive curriculum that equips students with AI-related skills, contributing valuable insights for educational stakeholders on effective AI integration into science curricula. Ultimately, the study aims to foster the development of future experts capable of leveraging AI for scientific innovation in Nigeria's evolving technological landscape.

Conflict management in friendship relationships based on gender among social science education students

This research aims to determine whether there is a difference in the way males and females encounter conflict to find a resolution in friendship relationships among Social Studies Education students. The research employs a quantitative approach with a survey method using purposive sampling, involving a total of 91 participants who have experienced conflicts, consisting of 26 male students and 65 female students. Data collection utilizes a questionnaire adapted from Johnson, and data analysis employs descriptive statistics. The results indicate that 1) conflict management strategies employed by male and female students in friendship relationships within Social Studies Education predominantly involve collaboration, with an average percentage score of 21.38 for male students and 21.45 for female students, and 2) the research findings based on gender differences show (p > 0.05 = 0.67 > 0.05, t = 0.42, df = 89), indicating no significant difference in conflict management between male and female students.

The Encyclopedia of Flora on Curiak Island to Improve Critical Thinking Skills of Science Education Students

This research aims to produce a flora encyclopedia product on Curiak Island that is suitable for improving critical thinking skills. Â Type of Educational Design Research (EDR) research using Tessmer formative evaluation design. The formative evaluation used consists of four stages, namely the self-evaluation stage, expert review, one-to-one evaluation, and small group evaluation. Collecting product validation data using an encyclopedia assessment instrument. Data regarding validity is collected through an encyclopedia validation sheet by giving a score of 1, 2, 3, or 4 (1 = not good, 2 = quite good, 3 = good, and 4 = very good). Critical thinking assessment use essay with four indicators. The findings show that the product developed is feasible in terms of material, media and language. The test results show that there is a significant difference in students' critical thinking abilities before and after learning. Apart from that, the analysis indicator in critical thinking skills obtained the highest score in the medium category. These findings illustrate that the effectiveness of product expectations is effective in improving students' critical thinking abilities.

THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION

The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken. Keywords: primary science education, primary science teachers, students’ science academic achievement, teaching competency, teacher performance

Teaching happiness to students - implementation and evaluation of a program aiming at promoting wellbeing in elementary schools.

Since the beginning of the COVID-19 pandemic, the prevalence of mental disorders in children and adolescents has increased significantly. Evidence shows that childhood mental disorders can have serious consequences on psychosocial, cognitive, and physical development. Approaches from Positive Education go further than the urgently needed prevention of mental disorders by aiming directly at promoting subjective, psychological, and social wellbeing. The present study describes the implementation of a brief program to promote wellbeing in 15 elementary schools. For this purpose, in a regular university seminar, students of teaching and educational science were instructed to give 11 "happiness lessons" for fourth graders in a team of two and in the presence of the class teacher over the course of 3 months. Quantitative data were collected from children and parents in the treatment group classes and in the parallel classes serving as the waiting control group at four measurement points (pre, post, 1- and 2-month follow-up). We assessed psychological wellbeing, negative emotions and moods, parent support and home life, perception of the school environment, and self-esteem of the children with established instruments with versions for children and their parents and the frequency of positive and negative emotions of the children in self-report only. Additionally, we applied ad hoc items on subjective perception of the project and open questions in the treatment group. Data were analyzed with EffectLiteR using multigroup structural equation models. Results showed a small significant effect for negative emotions with the children's data and a medium effect for psychological wellbeing in the perception of the parents at the 1-month follow-up. Interaction effects suggest that lower baseline levels in parent support and home life and self-esteem would increase the treatment effect for these constructs. The need for more grounded framework in positive education and the inclusion of more qualitative methods as well as suggestions to improve the program in the sense of a whole school approach are discussed.

A Study on Attitutes of Postgraduate Students In Educational Sciences And Teaching Departments Towards Distance Education In Terms of Various Variables

The aim of this study is to investigate the attitudes of postgraduate students in the fields of educational science and teaching at universities in Turkiye towards distance learning, in terms of different variables, in the spring semester of the 2019-2020 academic year. Mixed method sequential explanatory design was used in the study. The sample of the study was determined using the snowball sampling method. The sample consisted of a total of 321 students, of which 238 were female (74.1%) and 83 were male (24.9%). The data of the study were collected through the Personal Information Form and the Attitude Towards Distance Education Scale. As a result of the analysis of the data obtained from the scale, it was found that the students' attitude towards distance education was undecided. As a result of the analysis, a significant difference at .05 level was found in favour of doctoral students according to the variable of postgraduate degree. A significant difference at the .05 level was found in favour of distance learning students according to whether they took distance learning before the pandemic, and in favour of distance learning students according to whether they took distance learning during the pandemic. The results of the research are important in terms of revealing the attitudes and opinions of students exposed to distance education with a rapid transition during the pandemic process.

EFFECTIVENESS OF WETLAND-BASED WAVE AND OPTICS MODULES ON STUDENTS' SCIENTIFIC LITERACY ABILITIES

Wetlands that dominate the area in South Kalimantan are one of the indigenous science learning resources that can help students learn. However, the insertion of wetlands has not commonly been done on a learning media which directly used in class. The developed wetlands-based module on wave and optics aimed to enhance students’ scientific literacy which leads to the success of learning by integrating indigenous science. It was implemented for thirty science education students by using a group pretest-posttest design. The results showed that 29 students gained increased scientific literacy during the implementation, with the improvement in each aspect of scientific literacy categorized as moderate. In addition, the Wilcoxon test result showed a significant enhancement of scientific literacy after using the wetlands-based module of wave and optics. Thus, the wetland-based module is effective in improving students’ scientific literacy abilities.

Exploring the Impact of Digital Competence and Technology Acceptance on Academic Performance in Physical Education and Sports Science Students

Exploring the Impact of Digital Competence and Technology Acceptance on Academic Performance in Physical Education and Sports Science Students

10 Facilitators of sense of belonging through Digital Competences: a qualitative study with educational science students

This study explores how digital competences (DC) can contribute to fostering the sense of belonging in social groups. It examines the factors that shape belonging agency, trust, and social capital, while considering the potential of digital technologies to promote it and the role of DC in enhancing social inclusion, also in an intersectional perspective. This research uses qualitative methods and peer-research following the last version of the DigComp model developed by European Commission. A total of 108 participants from two universities from the European context were involved. The results identified 10 facilitators of sense of belonging: common interest, learning and engagement, voice and empowering, communication, interculturality, leisure activities, shared emotions, being informed, freedom of speech, and group values and norms. The findings highlight the ways in which DC, such as content creation, problem-solving, and communication and collaboration, contribute to fostering a sense of belonging into social groups. Finally, the study points out that digital technologies can be a tool to support the facilitators of belonging rather than being the central focus. The research underscores the importance of considering actions and abilities rather than specific tools in promoting social belonging in the digital era.

Students’ Perspectives on Learning Science Education Amidst Covid-19

One of the diseases caused by a Corona virus shook the whole world. This situation challenged the education system across the world and compelled educators to shift to an online mode of teaching. Many academic institutions that were persistent to keep their traditional pedagogical approach were also forced to change their teaching methods. This study aims to assess science education students’ experiences and perceptions on this global issue especially on science teaching and learning process. The studies are based on qualitative research and through in-depth interviews with respondents and data are analyzed. The online distance teaching and learning process tries to address to some extent the needs of students who cannot or do not want to participate in traditional classroom settings. But there are some challenges for the students and teachers for the science teaching learning process. This study focuses on learning difficulties during pandemics and gives insightful feedback to planners and policy makers.

Effect of RADEC Learning Model on Student Learning Activities and HOTS on Science Learning in Elementary Schools

This research was motivated by the low levels of learning activities and higher-order thinking skills (HOTS) among students in science education. The study aims to determine the impact of the RADEC learning model (Read, Answer, Discuss, Explain, and Create) on the learning activities and HOTS of fourth-grade elementary school students. The research design used is experimental research with a Quasi-Experimental design that employs a Non-equivalent Control Group Design. The study's population comprises fourth-grade elementary school students, with class IVA selected as the experimental group and class IVB as the control group at SDN 09 Simpang Tigo, using simple random sampling. The instruments used in this study include questionnaires and tests. Questionnaires assess student learning activities, while tests evaluate students' HOTS. The study results revealed: (1) The Sig value (2-tailed) 0.001 < 0.05. Consequently, H0 is rejected, and H1 is accepted, indicating that the RADEC learning model influences student learning activities in social studies in fourth-grade elementary schools. (2) The Sig value (2-tailed) 0.000 < 0.05. Therefore, H0 is rejected, and H1 is accepted, demonstrating that the RADEC learning model has an impact on students' HOTS in science education in fourth-grade elementary schools. In conclusion, the study findings suggest that the RADEC learning model significantly influences students' learning activities and high-order thinking skills in science education in fourth-grade elementary schools.

Physical Activity Time, Alcohol Consumption, Mediterranean Diet, and Anxiety in Education Science Students.

Student lifestyles change during university. This research aimed to classify university students according to their levels of physical activity, alcohol consumption, adherence to the Mediterranean diet, and anxiety and studied the relationships between the variables using a multigroup equation model according to gender. The sample was composed of 549 participants (M = 23.06; S.D. = 6.22), of whom 409 were women and 140 were men. Validated and adapted instruments such as the Beck Anxiety Inventory, the PREDIMED Questionnaire, and the Alcohol Use Disorder Identification Test were used. The data revealed four clusters through Ward's method and the k-means method. Regarding the exploratory model, differences were found in the effects of the variables according to sex. In conclusion, alcohol consumption was positively associated with the Mediterranean diet, and physical activity was negatively associated with the Mediterranean diet and anxiety.

Effectiveness of the Flipped Classroom Model on the Problem-Solving Abilities of Science Education Students: A Meta-analysis Study

A concise the purpose of the study was to determine the effectiveness of the flipped classroom model on the problem solving skills of science education students. A total of 950 studies were analyzed obtained from six databases consisting of ScienceDirect, Education Resources Information Center (ERIC), Wiley Journal, Springer; ProQuest and IEEE aim to get relevant articles published in 2020-2023. From the analyzed studies, 21 studies were selected for meta-analysis. Data analysis with JSAP software. The results showed that the flipped classroom model provides high effectiveness on the problem solving skills of science education students (rRE = 0.97; 95 % CI [0.840; 1.111]; p < 0.001). This finding provides information for teachers to apply the flipped classroom model to improve students' problem solving skills in learning

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.

Characteristics of Filipino Online Learners: A Survey of Science Education Students’ Engagement, Self-Regulation, and Self-Efficacy

Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p < 0.05), so only for OLSEE was a significant difference found in terms of gender. In conclusion, Filipino online learners have moderate characteristics across the aspects of student engagement, self-regulation, and self-efficacy.

TOSLS Cognitive Instrument to Measure Students' Scientific Literacy Abilities

Objective: This research is for the development of the TOSLS scientific literacy assessment instrument to determine the scientific literacy abilities of undergraduate science education students. Scientific literacy skills need to be known as a form of evaluation in learning. Scientific literacy skills are one of the abilities students must have after graduating from college and facing the work environment. Method: The quantitative method used in this research uses a Rasch model approach from 29 Bachelor of Science Education program students. Indicators of item suitability with Rasch model analysis measure this quality. The questions consist of 9 multiple choice questions with a correct score of 1 and an incorrect score of 0. Data processing uses MS Excel and SPSS 25 software. Results: The results show that all fit items, according to Rasch analysis, can be maintained without revision and used as a question instrument to measure the level of science literacy ability science for students with moderate scientific literacy abilities. Novelty: The research contribution of this question instrument can be used as reference material for evaluating the lecture process in biophysics courses on fermentation topics based on the level of scientific literacy ability.