Science Education Students Research Articles

Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students

Literature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, especially in the developing countries. Therefore, this study investigated the contributions of faculty caring and student engagement to remediated science students' perceived LLL tendencies. Correlational research design was used to measure and gauge the level of the relationships amongst the studying variables. A total of 443 continuing education programme students in Nigeria participated in the study. By using AMOS v. 24 and SPSS v. 26 statistical tools for data analyses, we found a high level of student-perceived faculty caring, student engagement components and LLL tendencies. Multilevel regression analyses indicated that the dimensions of students' LLL tendencies (motivation and perseverance) were positively predicted by faculty caring and student engagement dimensions, such as vigour, absorption and dedication. In the final models, the predictor variables could explain some substantive proportions of motivation and perseverance dimensions of LLL tendencies. Our study findings reveal that faculty caring plays a significant role in motivating students’ academic engagement and the tendencies for LLL in higher education. Therefore, educational intervention that gears towards improving student academic engagement has a practical implication in enhancing LLL tendencies amongst higher education science students. Hence, the study findings could inspire various educational practitioners to encourage effective academic engagement amongst higher education science students. Directions for further research were suggested.

The effectiveness of physical measurements in distinguishing the hierarchical method for high- and low-level students in physical fitness

The research aims to: - Determining the physical measurements affecting physical fitness in a hierarchical way for high- and low-level students. The researchers used the descriptive approach in the survey method for its relevance and the nature of the research, and the research community consisted of female students from the College and Departments of Physical Education and Sports Sciences at the University of Mosul and Al-Hamdaniya University, and the research sample consisted of (153) female students distributed over the four stages. The researchers used statistical (hierarchical analysis of differentiation). - It was possible to extract nine distinct factors for high- and low-level physical education and sports science students. - It was possible to use the non-standard and standard characteristic function after converting raw scores to standard scores in predicting a group of physical education students according to their distinctive measurements.

The pedagogical style of matters of study: experimenting with artistic-scientific interventions in times of corona lockdown.

This paper is based on an online experiment, conducted with bachelor students of educational sciences during the COVID-19 lockdown period in the spring of 2020. The experiment, which took place on a daily basis for a whole workweek, consisted of a series of what we have come to call “artistic-scientific interventions”. These constituted a pedagogical praxis in which over a longer period of time students are challenged to collect and ‘think with’ artistic media as alternative ways of experiencing, studying, and evaluating the corona crisis. Our paper describes the structure and proceedings of this experiment against the background of efforts to develop a new philosophical idea of what it means to do pedagogy. This idea, inspired by philosophers of science like Bruno Latour, contests some of the classical divides that run through the educational sciences, and that we believe pose a great threat to their relevance in current times of crisis: empirical/speculative, quantitative/qualitative, natural/social, facts/meaning, object/subject, etc. What our experiment shows, beyond all obsession with validating hypotheses or consistency of results, is that art, as an education of the senses, can afford science with a much needed platform for (re)creating and/or (re)arranging circumstances in which those problematic divides may be overcome. However, what it also shows is that often this only works when art is approached, not through the lens of predominantly respresentationalist aesthetics, but as a full-fledged part of a scientific (c.q. pedagogical) discipline. Especially in a diffuse digital environment, this entails a need for transindividual, impersonal protocols which allow for both repetition, variation, and feedback, and instil a strong sense of transformative gathering and study.

Kapabilitas Proses Pelatihan Metode Statistika bagi Mahasiswa Pendidikan IPS Universitas Negeri Malang

Statistical methods are required as a tool for data analysis in student-led research projects, such as thesis/final projects. However, many students, particularly those from the Faculty of Social Sciences, Department of Social Studies Education, State University of Malang (FIS-UM), do not comprehend statistical methodologies yet. One way to overcome this problem is to conduct data analysis training on statistical methods. For this reason, the Quality and Productivity Engineering Laboratory, Department of Business Statistics, Faculty of Vocational, ITS, organized a community service program in the form of training for Social Science Education students. Initially, this program was planned to be held using a combination of online and offline training. However, the program was carried out using only online training because of some restrictions on community activities in Java and Bali. In this case, six materials are offered with software practice and assignments. The movement had 202 participants from three batches: 2018, 2019, and 2020. However, participants from batch 2018 can not finish the training due to some reasons. The average learning score (RHB) for the class of 2020 was 84.56, while the RHB for the class of 2019 was 80.85. There was no significant difference in RHB between these two groups using the t-test at a significance level of 5%. In addition, the training process of batch 2020 is capable since the X and MR charts of average learning scores demonstrate a controlled process, with a capability index of 1.55.

The effect of educational game activities applied on the academic achievement of secondary students in science education

The research aims to examine the effect of educational game activities on academic achievement in secondary school 5th-grade science lessons. The study group of the research consists of 71 5th-grade students studying at a public school in Turkiye in the 2017-2018 academic year. In the research, the pre-test and post-test comparative design group, which is one of the quantitative research methods, was used to achieve the research objectives. A random sampling technique was used to determine these two groups. In the experimental group (EG), the lessons were enriched with educational game activities (EGA). The control group (CG) taught the courses based on the current science teaching program (CSTP). An academic achievement test (AAT) has been prepared for the unit goals of the 5th-grade science course "Spreading of Light". AAT was applied to the groups before and after the experiment ındepended samples t-test and Whitney u-test were used in the analysis of the data. The data showed that the EGA used in the science course has a positive effect on academic achievement.

Psychometric Properties of an Emotional Communication Questionnaire for Education and Healthcare Professionals

Educational and healthcare professionals need to develop emotional communication with schoolchildren and patients, respectively. This study aims to analyse the psychometric properties of an instrument that evaluates emotional communication among these professionals. A total of 406 professionals and students of education and health sciences took part in the study. They were administered a questionnaire using a Google Form that collected different elements of emotional communication. An exploratory factor analysis was carried out from which three factors were extracted: Communicative Proactivity, Openness and Authenticity, and Listening. These were supported by confirmatory factor analysis. The internal consistency of the scale is also adequate, ranging from 0.69 to 0.82. This instrument is valid, and, in a self-reported, straightforward and time-efficient manner, can assess the emotional communication of professionals and students of education and health sciences.

Social Entrepreneurship: An Ability for the Future Teachers

Creative thinking, identifying new solutions, taking risks, the proactive attitude, initiative, self-esteem, social and innovative intentions to contribute to societal well-being are competencies listed down in the Learning Compass (OECD, 2019a). Such abilities can be connected with social entrepreneurial competence. Meaningful constructs for the social entrepreneurial competence are: risk taking, self-esteem, personal creativity (Scale of Konakli & Göğüş, 2013), as well as personal traits, social characteristics, and characteristics of social initiative (Scale of Capella-Peris et al., 2019), scales used also in this article. The teachers, as role models for their students, have to demonstrate this competence in order to scaffold it effectively in their students’ minds. We aim to identify to what extent the students in educational sciences in Romania, who will become teachers, demonstrate abilities on this dimension during their BA initial teacher education. Thus, we investigated elements of social entrepreneurial competence in groups of students from Pedagogy, Pedagogy of Primary and Pre-school Education, and Special Needs Education. 509 respondents, students in the first and third year of the BA program, from nine public universities, answered the online questionnaire. The results of the study highlight possible correlations between risk taking and elements of personal creativity, or personal traits, but it could not identify statistically significant differences between the 1st and 3rd year students regarding social entrepreneurial competence. To identify to what extent the social entrepreneurial competence can be noticed at the level of the student teachers, represents a reference for possible curriculum revision of the academic offers.

Acquisition of Literacy Skills using Mobile Handheld Devices and Science Education Students' Academic Performance in Universities in Akwa Ibom State, Nigeria

Acquisition of Literacy Skills using Mobile Handheld Devices and Science Education Students' Academic Performance in Universities in Akwa Ibom State, Nigeria

The Effectiveness of Introduction to Astronomy Teaching Materials to Improve Problem-Solving and Generic Science Skills

This study aims to analyze the effectiveness of introductory astronomy teaching materials with inquiry settings on students' problem-solving and generic science skills. This study used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were one class of 23 fourth-semester science education students. Data on problem-solving skills were collected using a test method with ten essay questions, and generic science skills data were collected using 30 multiple-choice questions. Data analysis was carried out descriptively, and a t-test with a significance level of 0.05. The analysis results showed that the use of inquiry-based introductory astronomy teaching materials in astronomy learning was effective in improving the problem-solving skills (p0.05, g = 0.67 medium categories) and generic science skills (p0 .05, g = 0.53 moderate type). So, it can be concluded that introductory astronomy teaching materials with inquiry settings effectively improve students' problem-solving and generic science skills.

The Implementation of Cognitively Challenging Tasks: The Role of Science Teachers’ Professional Development and Teaching Experience

This study deals with the implementation of cognitively challenging tasks for students in science education following professional development interventions for teachers based on the theory of change. These tasks require non-routine behaviors and encourage students to work beyond instructions and accept a high level of responsibility. This study explores how the content of professional development, the duration of professional development, and the extent of the teaching experience of science teachers are associated with the implementation of cognitively challenging science tasks in science education. A secondary data analysis of Trends in International Mathematics and Science Study (TIMSS) 2019 data from three countries (Singapore, Lithuania, and South Africa) was conducted. Ordinal logistic regression (OLR) was used to predict an ordinal dependent variable (the implementation of cognitively challenging science tasks) according to the independent variables (the content of professional development, the duration of professional development, and the extent of the teaching experience of science teachers). The results of the OLR confirmed that the implementation of cognitively challenging tasks is associated with professional development content (improving students’ critical thinking or inquiry skills and science content) and the extent of the teaching experience of science teachers from the selected countries.

Workshop on Writing in National Journals Accredited by SINTA for Master of Science Education Students

This scientific article writing workshop is a service activity aimed at students of the Master of Science Education Postgraduate at the University of Mataram. This activity was attended by 20 students. The purpose of this service is to help students to be more productive in compiling scientific articles from various data that have been obtained through literature studies, research results, or the preparation of papers. This workshop was conducted by the method of discussion and assistance in writing articles by a team of service lecturers. The result of the implementation of this workshop is that each student can compile good articles and choose an accredited journal SINTA as a journal to publish articles

Interaksi antara model pembelajaran inkuiri terbimbing dan discovery dengan gaya belajar mahasiswa terhadap kemampuan berpikir kritis matematis

This study aims to determine whether there is an interaction between the Inquiry and Discovery learning models with learning styles on the mathematical critical thinking skills of students of the STKIP Al Maksum Science Education study program in basic mathematics courses. This research was conducted in the even semester of the 2021-2022 academic year with a population of 109 students and a sample of 80 students. The research instrument used was in the form of mathematical critical thinking ability test questions. The research method used is a correlational method with a quantitative approach. This study used a quasi-experimental design. The research data were processed and analyzed using the 2x2 ANOVA statistical test. The results of the study show that there is an interaction between the Inquiry and Discovery learning models with learning styles on the mathematical critical thinking skills of Science Education students.

Designing Meta-analysis: Didactic Guidelines for Education Science Students

Designing Meta-analysis: Didactic Guidelines for Education Science Students

Self-Efficacy of Social Science Education Teacher Candidates on Participating in Online Learning During the Covid-19 Pandemic

This study describes and analyses the self-efficacy of students majoring in Social Science Education studying at various Teacher Training and Education Faculties in Pekanbaru Riau during online learning activities. The research design is a combination of quantitative and qualitative research to provide answers to the research questions. The research method is in the form of a survey with a non-experimental research approach. Therefore, the population of this study were all students majoring in social studies education at the three universities. Through Stratified Random Sampling Technique, 15% of active students at each university were selected as the samples. The instrument used is a questionnaire in a Google Form sent via WhatsApp. The responses given are arranged based on four levels of the Likert Scale. Based on data analysis, it can be concluded that the self-efficacy of Social Science Education students in Pekanbaru Riau during online learning is classified as good, with a response value of 50%.

Engaging Students in Sustainable Science Education

Students who find science to be enjoyable are more likely to engage in their science classes [...]

Developing Competency Evaluation of Pre-service Science Teachers in Industrial Revolution 4.0: Revealing Pedagogic and Professional Competencies

<p style="text-align:justify">This study aimed to develop an instrument to assess science teacher candidates’ professional and pedagogical competence in the Industrial revolution 4.0. The instrument consisted of 30 questions and was used in the main study, which was analyzed using the Rasch model to unravel the reliability and empirical validity. The questions were developed based on a predetermined grid including the skills and literacy aspects used in the industrial revolution 4.0. The 30 revised questions were then tested on 60 students of Science Education at two State universities in Indonesia who were in their third year of study times. The Rasch model was employed to test its reliability and empirical validity that included Wright map analysis, item difficulty level, distractor analysis, and item suitability with the Rasch model. The results showed that the reliability value of the professional aspect was .95 and classified as an excellent category. Moreover, the pedagogic aspect obtained .93 and was classified as a very good category. Only one question was the most difficult and did not fit the Rasch model, while the others already fitted. This reliable and valid instrument is suggested to be useful in assessing pre-service science teachers’ competence.</p>

Gender and Sports Practice are Related to the Perception of the Olympic Movement and Gender Equity in Sport

Background: The Olympic movement (OM) aims to preserve and promote the philosophy of Olympism and development of society through culture and sport, being gender equity in sport one of the main tasks of the OM since the late twentieth century. Objectives: Analyze the relationship between the levels of knowledge and perception about the OM on attitudes towards women's participation in sport in students of physical education and sport sciences. Methods: Cross-sectional research with correlational-descriptive scope was developed in which 35 subjects (17.1% female and 82.9% male; 21.1 ± 4.1 years) were part of the study. The Questionnaire on the Vision of Olympism and its Educational Repercussions and the Scale of Attitudes towards Women's Participation in Sport were applied. Comparison analyses were performed between sex, sports practice, and level of sports practice, as well as the relationship between the variables through nonparametric statistics considering a value of P < 0.05 as statistical significance. Results: The level of knowledge about Olympism was 6.14 (± 2.5). Significant differences were observed in attitudes towards women's participation in sport according to gender, sport practice and level of practice. In addition, it should be noted that gender equity, social support, and access for women in sport are not perceived at high levels. Finally, no significant relationships were found between the factors of both questionnaires. Conclusions: The students participating in the study present low levels of knowledge about Olympism; furthermore, they show differences in attitudes towards women's participation in sport according to gender and level of sport practice, evidencing the positive impact of sport practice and immersion in academic aspects related to sport for the improvement of the gender equity perspective within sport.

Access, Efficiency, Inconvenience, and Scarcity as Issues of Online and Distance Learning in Higher Education

<p style="text-align: justify;">This study aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.</p>

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