Teaching Science Subjects Research Articles

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

The Influence of The Student Facilitator and Explaining Model in Differentiating IPAS Learning in The Independent Curriculum in Primary Schools

Science is a combination of Natural Sciences (IPA) and Social Sciences (IPS) which is now a new subject in the Independent Curriculum. Science and Technology began to be taught in elementary schools to develop students' basic abilities in natural sciences and social sciences. In science and science subjects, teachers are still monotonous or too often rely on student books and teacher books. As we know, elementary school students are still children, so if the teacher is always monotonous teaching will be boring. This research aims to determine the effect of the Facilitator and Explain learning model on the science learning outcomes of class IV students at SDN Cibiru 6 KCKB. This type of research is experimental research. The sampling technique uses Purposive Sampling. The instrument in this research is a test of student learning outcomes, while the data analysis technique uses the t-test. Based on the results of the research, the average value of the experimental class was 83.00 and 73.40 in the control class. It can be seen from the results of the data analysis that has been carried out that t count (3.29) > t table (1.68), so the hypothesis is accepted. From the research results it can be concluded that there is an influence of the Facilitator and Explaining model on students' science learning outcomes. For this reason, it is recommended that teachers who teach science subjects apply the Facilitator and Explaining model in the learning process.

Breaking silos: the effectiveness of a knowledge integration approach for dance curricula

ABSTRACT The knowledge integration (KI) approach has been widely studied and recommended for improving the learning and teaching of science subjects (biology, physics, etc.). If the cognitive processes of learning, however, do not vary across domains, then what is helpful for science should also be helpful for dance. Choosing the teaching and learning of an improvisational and creative dance as a case on the far opposite end from the usual seated and normative science curriculum, one randomized-controlled trial and one before-after intervention trial were conducted to test if a KI curriculum is more effective than a common curriculum. Both trials found the KI approach significantly more effective in improving the performance of young dancers. As found, KI can be effectively applied to the curriculum design of breakdance, thus providing evidence to support the universality of this approach. It is implied that KI can, ergo, benefit learners of more subjects, including the artful ones, and need not be siloed as relevant only for science education.

“It is easier to learn when you are out”: an ethnographic study of teaching science subjects through outdoor learning at compulsory school

AbstractPrevious research has shown that feeling engaged in schoolwork is crucial for pupils to achieve, but engagement and motivation decline with age in many countries. To address these issues, we consider it is important that how we conceive learning include opportunities for learning outside the classroom. This study aimed to explore pupils’ experiences of being taught science subjects using outdoor learning, including the learning they achieved. The research was conducted using an ethnographic research design, a useful method for research in this type of environment where a greater understanding of teaching and learning processes is sought, enabling researchers to explore events more deeply. The study took place during one school year and was conducted for pupils in grade 6 in a school on Sweden’s west coast. This study provides unique insights into how these teacher efforts to offer outdoor learning opportunities have improved pupils’ willingness to participate. Likewise, how the pupils have developed knowledge of and used scientific concepts and skills in different contexts became visible when the pupils were allowed to try, explore, be creative, and observe in real life contexts in various places. In addition, the pupils have been given opportunities to ask, discuss and reflect on questions about various phenomena and processes in nature and humans. From the pupils’ point of view, this has contributed to their easier understanding of the content of the science subjects. These results significantly improve science literacy for science subjects in a school context (Holbrook & Rannikmae, 2009).

The Effectiveness of Augmented Reality Offered with Constant Time Delay Procedure in Teaching the Functions of Organs to Students with Intellectual Disabilities

Introduction: Science course allows student to follow scientific developments, understand and interpret the events that occur around them, and develop scientific process skills. Different methods are employed in teaching science to student childeren with intellectual disabilities. There has been a recent increase in technology-supported methods. One of the technology-supported methods is Augmented Reality. For this reason, the effectiveness of the augmented reality provided with the constant time delay procedure in teaching the functions of the organs to childeren with intellectual disabilities was investigated in the present study. The study was conducted in the individual education setting of a private special education and rehabilitation center. Method: Three students who had intellectual disabilities participated in the study. The multiple probe design with probe conditions. Phases across behaviors, which is one of the single-case research designs, was used in the study. Findings: According to the study results, it was found that all participants acquired the target behaviors successfully and the participants retained the behaviors they acquired after the teaching of organs and their functions ended and they were able to generalize the behaviors they acquired to different materials. Discussion: Based on the results of the study, it can be argued that the Augmented Reality offered with the Constant Time Delay Procedure is effective in teaching science subjects to childeren with intellectual disabilities. It can also be argued that the permanence of the acquired behaviors is high when students who have mental disabilities are taught science subjects by using Augmented Reality along with the Constant Time Delay Procedure. To generalize the results obtained in the present study, it may be suggested that the same practice be performed with other experimenters and different age groups. For the social validity of the study, the teachers of the participants expressed positive opinions about the Augmented Reality offered with target behaviors and Constant Time Delay Procedure.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Web-Based Module on Biotechnology: Fostering Preservice Science Teachers’ Eco-literacy Skills

<p style="text-align:justify">Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers’ eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda’s product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson’s quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts’ high validity results (M = 4.59, valid with revision). The module significantly improved the teachers’ eco-literacy skills on biotechnology topics (F = 14.053, p = .000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.</p>

Pengembangan Aplikasi Pembelajaran Interaktif Mata Pelajaran IPA Di SD Negeri Pasirsari 01

SD Negeri Pasirsari 01 is a school located in South Cikarang District, Bekasi Regency. The learning media used by teachers in teaching science subjects (human respiratory system) still use textbooks and student worksheets (LKS) as guidelines because it is still difficult to develop new media that is more interactive. The results of the questionnaire using the Likert scale showed that 91.42% of students tended to be less interested in the science learning model. With this, it is necessary to design an android-based human respiratory system learning media. The method used is Research & Development with the Multimedia Development Life Cycle (MDLC) model. After being implemented and then tested using a questionnaire student response to the application with the results of the questionnaire using a Likert scale showing 37.14% of students tended to be less interested in the science learning model, it can be concluded that 54.28% of students liked science lessons.

DESIGNING EXERCISE BASED ON REAL- LIFE CONTEXTS: A PILOT STUDY ON TEACHING SCIENCE SUBJECT IN PRIMARY SCHOOL

Teaching based on Real-life contexts is of significant importance as it greatly impacts students' problem-solving abilities and creativity. This article focuses on analyzing and evaluating the principles, processes, and effectiveness of designing exercises based on Real-life contexts in science education at the primary school level. The study emphasizes the connection between the content of science subjects and the daily life realities of students, with the aim of creating a meaningful and positive learning environment. Based on this approach, the article proposes several principles and processes for designing exercises based on Real-life contexts, provides examples, and conducts an initial survey on the appropriateness and effectiveness of the process with over 50 science teachers in primary schools. The results of the study provide an in-depth insight into the process of designing exercises that integrate Real-life contexts and using them in teaching, thereby enhancing the effectiveness of teaching science in primary schools.

REALITY OF SCIENCE TEACHING CAPABILITY TRAINING FOR PRIMARY EDUCATION STUDENTS IN AT HUNG VUONG UNIVERSITY

This article presents a perspective on the reality of training in Science teaching capacity for primary education students at Hung Vuong University. Research methods used include: theoretical research method and interview method. The results show that the amount of training time devoted to forming and developing Science teaching capacity for students majoring in Primary Education at Hung Vuong University is still modest, with not much change between the different schools. During the review and adjustment of the training program, professional training activities only focused on training skills in lesson planning and organizing teaching of Vietnamese and Math subjects. The research results also provide useful information to help the Hung Vuong University will carry out improvement activities in the future to further improve the effectiveness of training students in the Primary Education major in general and the capacity to teach Science subjects in particular. From there, after graduating, students can perform well in the General education program in 2018.

Video-Based Instruction as a Learning Remediation Strategy in Teaching Laws of Thermodynamics Among Prospective Science Teachers

This study examined the effectiveness of Video based instruction as a learning remediation strategy in teaching Laws of Thermodynamics among Prospective Science Teachers of Bulacan State University. The researchers employed one – group pretest – posttest design to assess the thirty- five (35) prospective science teachers who were purposively selected. More so, data was gathered through research – made- pretest-posttest achievement test and adapted Likert survey questionnaire. The data was treated descriptively and inferentially. The findings showed that video-based instruction (VBI) as a learning remediation strategy had a positive effect on the achievement of the pre – service teachers’, as evidenced by the significantly greater mean in the posttest than in the pretest. In addition, data shows that there is a significant difference between the pretest and posttest in teaching the laws of thermodynamics. Looking on the ease of use of video – based instruction as learning remediation in teaching laws of thermodynamics in terms of pedagogical content, individual learning focus, ability to work at own pace and increased engagement was observed strongly effective. The learning achievement of the prospective science teachers was significantly related to the ease of use of video-based instruction (VBI) as a learning remediation. However, it was observed to have a high positive association. Future utilization of Video Based instruction to enhance the prospective science teacher’s competence in the utilization of the Video Based instruction in teaching science subjects.

DVIDEŠIMT DEVINTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2023“: KONFERENCIJOS APŽVALGA

This year, the scientific conference "Natural Science Education in a Comprehensive School - 2023" was held in its usual format. It is worth mentioning that during the Covid-19 pandemic, three conferences were held remotely, in 2020, 2021 and 2022. This two-day conference focused on science and technology education, which is a recent priority in society. There is a need to improve the teaching of science subjects and technology at all levels of general education. Particular attention should be paid to early science education. Ensuring adequate science and technology education means providing children with an education that teaches them to reason, think logically, explore, be creative and active. The plenary session of the conference was international and very interesting. A total of four keynote speeches were presented during this session. It is clear that the Plenary "bridged" different continents - Africa, Latin America, Europe. Professor Andris Broks discussed systemic issues in science and technology education, with a particular focus on the major challenges and changes of the present. Speakers from South Africa and Brazil shared their experiences in organising research activities for future teachers. Experiences from both countries in the training of science teachers were explored. The plenary also discussed developments in science education in the updated General Curricula in Lithuania. Informal discussions at the conference focused on educational experiences during the pandemic. All participants acknowledged that education in a pandemic is significantly more difficult. This is especially true for various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities, research activities, etc.). Participants, especially those who are more or less regular attendees, stressed the importance of a "live" meeting. After all, informal communication has the main purpose of enabling a person to understand and be understood. This cannot be achieved in an online (remote) conference. It was hoped that the work of the conference would continue. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

Influence of Use of Individualized Educational Program in Teaching Science Subjects on Academic Performance in Sciences of Deaf Students’ at Ngala School for The Deaf, Nakuru County, Kenya

Influence of Use of Individualized Educational Program in Teaching Science Subjects on Academic Performance in Sciences of Deaf Students’ at Ngala School for The Deaf, Nakuru County, Kenya

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

The aim of the study was to investigate the effect of the Common Knowledge Construction Model (CKCM) on 10th-grade students’ conceptual understanding of the buoyancy and density of liquids topic. Within a pre-experimental (one group pre-test/post-test) research design, this study was conducted with 22 of 10th-grade students. To collect data, the Word Association Test (WAT) and Structural Grid (SG) were employed as pre- and post-test. Students’ conceptual understanding of the states of objects in different positions (swimming, sinking, and suspending) in the liquid was determined by means of the SG. Through the WAT, the cognitive structure of the students for the stimulus words of mass, volume, density, buoyancy, and Archimedes was determined. According to the post-tests for the SG questions, it was determined that there was a significant increase in the number of correct boxes selected and a significant decrease in the number of incorrect boxes selected. In addition, it was determined that the mind map obtained from the post-WAT, which revealed the cognitive structures of the students, had a much more interrelated and complex network. The findings obtained are compared with other related studies in the literature and some suggestions for teaching science subjects of CKCM are given.

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

This study was carried out to determine the effect of Scratch-based coding applications integrated into the 5E learning model used in science teaching on students’ computational thinking skills and self-efficacy towards block-based programming. In addition, students’ perceptions of the activity were measured after each Scratch activity, which was applied at different stages of the course and with different difficulty. The study employed the pretest-posttest control group less design, one of the quasi-experimental methods. The study sample consist of 22 6th grade students attending a public school in Turkey located in a district center in the Eastern Black Sea region. The study was carried out in a five-week period in the 2022-2023 academic years. Computational thinking scale and robotics attitude scale, self-efficacy perception scale related to block-based programming and activity perception scale were used as data collection tools. The data were analyzed using the dependent samples t-test. The findings suggest that computational thinking skills level of students and their self-efficacy perception related to block-based programming increased significantly with the Scratch-based activities integrated into 5E learning model applied in science subjects. In addition, students have positive attitudes towards these activities. Thus, it is recommended to apply Scratch-based coding applications in teaching science subjects.

Perceptions of Science Teachers in Developing Student Learning Outcomes Instruments Online

This study aims to determine the perceptions of science teachers in compiling student learning outcomes instruments online, the obstacles faced by Science Teachers in making student learning outcomes instruments online. This research uses a quantitative approach with a descriptive research type. The sample in this study were 11 teachers of science subjects. Research data collection techniques, through filling out questionnaires, interviews and documentation studies. The results of the study show that the online science learning outcomes instrument at SMA Negeri 6 Banda Aceh has been prepared very well. The teacher's ability to plan an online science learning outcome assessment instrument at SMA Negeri 6 Banda Aceh has been carried out in the very high category. However, some of the obstacles faced by teachers in developing online science learning assessment instruments include: difficulties in carrying out the assessment because it is done online considering that this is the first time this online assessment has been carried out, however, according to the results of interviews, teachers at SMA Negeri 6 Banda Aceh, especially those who teach science subjects, are very motivated because this is a challenge in applying technology in learning; requires a longer time allocation in compiling instruments for assessing student learning outcomes so that it has an impact on the allocation of learning time which is limited and insufficient in conducting student assessments.

Assessment of the Approaches Used in Teaching and Its Influence on Selection of Science Subjects among Female Students in Public Secondary Schools in Arusha District

Teaching approaches and its influence on selection of science subjects among female students in public secondary schools in Arusha District Council, Tanzania was investigated. Objectives were to; highlight approaches used in teaching of science subjects in public secondary schools and determine how teaching approaches influence female students’ choice of science subjects in public secondary schools. Active Learning theory guided the study. Convergent mixed methods design suitable to collect data through questionnaires, documentary analysis and interview guide was adopted. Sample size of 132 respondents; 80 students & 44 teachers selected by simple and stratified random sampling techniques while 8 school heads were purposively selected. Validity was established through expert judgment. Reliability was determined and reliability index, QS, r=0.914 and QT, r=0.912 was obtained. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in charts and tables. The study revealed that student centred, experimental and outdoor teaching/learning approaches attract more girls in taking science subjects. In conclusion, schools with adequate staffing of science teachers and laboratory materials are likely to adopt student centred, experimental and outdoor teaching/learning approaches which encourage female students in selecting science subjects. It is recommended that, since Tanzania is emphasizing industrialization as a backbone for economic development, science education for female students in all levels should be given a special attention in terms of proper infrastructures, human resources and funding that will enable teachers to adopt the right teaching approaches.

A Study on Motivation of Second-year Students Enrolling in Math-through-English Teacher Training at a University in Vietnam

This study aimed to examine the motivation of 31 sophomores taking the Math-through-English teacher preparation program at the Faculty of Mathematics, Hanoi National University of Education. The study's use of quantitative and qualitative methods revealed that the second-year students were mostly intrinsically driven and had a modest level of motivation to complete this integrated course. This contributed to affirming that teaching science subjects in English was somewhat essential and influenced students' learning and career orientation. The three most common motivators were the lecturers, the voluntary aspect of MTE learning, and the pleasant relationships with classmates. Given the study's findings, various suggestions are made to improve the course's efficacy in particular and the use of teaching sciences through English in Vietnam generally.

Does Pre-Service Elementary Teachers’ Attitude Towards Science Affect Their Science Teaching Efficacy?

The Primary School Teacher Education Study Programme is responsible for preparing community members who have academic qualifications and competencies as learning agents. This readiness is the main capital for students to do the work of a teacher. In providing education to students, a teacher should have self-efficacy. This research is a quantitative study with an ex-post facto research type. The objectives of this study determine whether there is an effect of attitudes toward science on the efficacy of teaching science subjects. 147 4th-semester students majoring in Elementary School Teacher Education, Yogyakarta State University, were involved. The data collection technique used a questionnaire using a Dimensions of Attitude Towards Science (DAS) Instrument and The Science Teaching Efficacy Belief Instrument (STEBI-B). The study revealed a significant influence between attitudes toward science and the science teaching efficacy of elementary school teacher education students. The results of the analysis revealed that the coefficient of determination is 0.322, which means that 32.2% of variations in science teaching efficacy can be explained by attitude towards science.