Science Education Research Articles

Implementation of a STEM and Wasaka Character-Integrated Module to Internalize Wasaka Character

STEM Education (Science, Technology, Engineering, and Mathematics) plays a crucial role in elementary schools because it provides a strong foundation for students' skill development and understanding in science and technology. STEM education can help students develop critical thinking, problem-solving skills, and creativity from an early age This research aims to implement a STEM-integrated module infused with Wasaka character values to internalize the Wasaka character in students. The Wasaka character, comprising religiousness, resilience, responsibility, and independence, is vital for fostering holistic development. The study utilizes a one-group pre-test-post-test design with pre-test and post-test evaluations to measure the effectiveness of the module in enhancing character development. Data were collected through observations and questionnaires. The results indicate a significant improvement in the internalization of Wasaka character traits following the implementation of the module. The findings suggest that integrating STEM education with local cultural values can effectively contribute to character building. This study highlights the importance of culturally relevant education in shaping students' character.

Arithmetic Proficiency of Pre-Service Science Teachers: An Empirical Study

Mastery of arithmetic operations is fundamental for students pursuing science education, as these skills are essential in solving complex problems in physics, chemistry, and biology. However, gaps in students' arithmetic proficiency can hinder their academic and professional development. This study aims to examine the arithmetic skills of pre-service science teachers in solving mathematical problems across six domains: addition, subtraction, multiplication, division, exponentiation, and mixed operations. A total of 37 short-answer questions were administered, and the results were analyzed by domain. The findings indicate that students demonstrate proficiency in basic operations involving whole numbers, particularly in addition and subtraction. However, challenges persist in the areas of fractions, decimals, and mixed operations, where accuracy rates were notably lower. These gaps in understanding may affect students' ability to apply mathematical concepts in their science courses and future teaching roles. The study's limitations include a focus on quantitative results without exploring the cognitive processes behind student errors. Future research should investigate intervention strategies to address these weaknesses, potentially through targeted instructional approaches or the use of technology to enhance learning outcomes

Development of Interactive Learning Media Capinus Air Science Lessons Water Cycle Topics

Researcher observations were carried out at SD Negeri Beringin 02, which showed that there were problems related to science education content, including limited learning media and low student learning outcomes. The researcher aims to develop, and test the feasibility and test effectiveness of the Capinus Air learning media, namely Canva-based learning media for science lesson content, with the hope of improving the learning outcomes of class V students at SD Negeri Beringin 02, Central Java, especially in the science subject Water Cycle (Hydrology). ). Using the Borg and Gall model with modifications to the 8 stages of the development model, namely: potential and problems; data collection; product design; design validation; design revision; trial product; product revision; and trial use. In Class V, 22 students took part in large-scale experiments and 6 students carried out small-scale experiments and collected data through questionnaires, interviews, and documentation. The t-test results determine a significance value of 0.00 on both small and large scales. For the N-Gain value criteria, it is included in the "High" category, the calculation produces 0.78 on a small scale and a large scale, namely 0.77. Therefore, Capinus Air Interactive learning media is very suitable for teaching science and improving student learning outcomes.

Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms

ABSTRACT The purpose of this study was to explore the impact of inquiry-based teaching on students’ scientific creativity. Using a quasi-experimental design in a Chinese secondary school, the study compared intervention students (N = 102) and control students (N = 245), employing pre- and post-assessments with the ‘Comprehensive Scientific Creativity’ instrument. The intervention involved a biology teacher taking five inquiry-based teaching lessons over a period of two months in each of three 10th-grade classes. Compared to the control group, the intervention group showed statistically significant enhancements in their creativity, specifically in their divergent thinking and convergent thinking, but no difference in their attainment scores or motivation in scientific creativity. The results from the control group suggested that the educational activities they routinely experience may hinder the development of students’ divergent and convergent thinking. Observations of the lessons and interviews with the teacher and students highlighted the challenges of implementing more inquiry-based teaching in upper secondary science lessons in China. These findings provide science educators with inquiry-based teaching strategies for fostering scientific creativity among upper secondary school students, and underscore the need for future research to address implementation challenges associated with inquiry-based teaching.

A “Mastery Unapproached”

Abstract An almost ideal context for a case study on the development, use, and reception of multimodal material educational settings can be found in the works of Göttingen physicist Robert Wichard Pohl (1884–1976). From 1919 on, Pohl created an educational programme for introductory lectures on experimental physics, in which he demonstrated fundamental concepts and phenomena using simple yet meaningful experiments that were projected on the front wall of the lecture hall. With his teaching aids, technical infrastructure, and textbook, Pohl changed the teaching of physics at schools and universities in Germany and beyond. Pohl’s original devices are still part of the teaching collection used during introductory physics lectures. I will argue that teaching collections, as the material foundations for such “regimes of practices,” should be treated not as passive archives of objects but as dynamic, complex environments that allow new insights into the history of science teaching.

Development of Interactive Learning Media Based on Smart Apps Creator to Enhance Elementary School Students' Science Learning Outcomes

This study aims to develop and test the feasibility and effectiveness of interactive media based on Smart Apps Creator to improve student learning outcomes in the subject of Integrated Natural and Social Sciences (IPAS) on energy transformation material. The study involves research and development (R&D) using the ADDIE model. Expert validation for the content and media was 92.8 and 93%, which falls into the very feasible/valid category. The average improvement in student learning outcomes before and after using the Smart Apps Creator-based learning media, measured using the N-gain test, was 0.667, which falls into the moderate category. Teacher and student responses were 100 and 96.4%, respectively, falling into the very practical category. Therefore, the Smart Apps Creator-based learning media is feasible, effective, and practical for teaching to improve student learning outcomes in the subject of IPAS on energy transformation material.

Validation of Physics Kit Based on Sensor and PjBL Model to Improve Students' Digital Literacy, Science Process Skills, and Learning Outcomes

The development of of physics kit based on sensor and PjBL model has been carried out to improve the digital literacy, science process skills, and learning outcomes of students. This development aims to describe the validation of physics kit teaching materials that are suitable for use in learning activities. The development model design used is 4D which consists of definition, design, development and dissemination stages. This research is limited to the development stage. Validation activities have been completed in the development process. The validity of of physics kit based on sensor and PjBL model was assessed by 3 competent experts who are competent at Mataram University. In addition to the validity of the physics kit, there are several learning tools that are assessed for validity to support the quality of the kit developed. Some of these learning tools include lesson plans, worlsheets, test instruments for digital literacy, science process skills, and learning outcomes. The validation results showed that the physics kit received an average score of 93.35%, the lesson plans 87.50%, the student worksheets 94.17%, the digital literacy instrument 87.54%, the science process skills instrument 92.59%, and the learning outcome instrument 88.63%. Based on these results, all components were categorized as "Very Valid". These findings indicate that the physics kit based on sensors and the PjBL model is highly valid and can be effectively used in science learning activities at school.

Development of Domino Card Media in IPAS to Improve Learning Outcomes Students of SD Negeri Patemon 02 Gunung Pati District, Semarang City

One of the most important elements in educational activities is the learning media. But in practice, only a few teachers are able to take advantage of the learning media that exist today, this has an impact on student learning outcomes. Therefore, the purpose of this study was to develop domino cards as a learning media teaching science in elementary schools. This research uses the Research and Development method with the model used. namely Borg and Gall. This study involved teachers and 20 students in grade V of SD Negeri Patemon 02. Domino learning media was designed to meet the needs of teachers and students through documentation, interviews, observations, and questionnaires. The study results show the percentage of level of eligibility of domino card media by material and media experts with a percentage of 95% and 93% respectively with very feasible criteria. The pretest and posttest results show that domino card learning media improves student learning outcomes, with an n-gain value of 0.55 and moderate criteria. This shows that domino card learning media is effective for improving student learning outcomes science learning outcomes in learning grade V students of SD Negeri Patemon 02 human respiratory system material.

Development of Augmented Reality Learning Media on IPAS Subject Matter of the Respiratory System

The lack of use of learning tools in science and science lesson content regarding the respiratory system in class V elementary school makes students quickly feel bored. This results in students not understanding what has been conveyed by the teacher. This investigation aims to develop augmented reality learning media for science and science lesson content on the respiratory system for class V elementary schools. This type of research is Research and Development (R&D) which refers to the Borg and Gall theory with ten stages. The data collection techniques used in this research were observation, question and answer, and questionnaires. Based on the data analysis carried out, the following results were obtained. The results of the material expert validation test were 81.60% which was included in the very feasible group; The results of the media expert validation test were 96.60% which was included in the very feasible group. Apart from that, scores were obtained before and after the use of the learning media developed. As seen from the results of these values, the media developed is declared effective if used as a learning tool in the science and science learning content regarding the respiratory system. So, it can be concluded that the tools developed are suitable and effective for use in the learning process.

Pre-Service Teachers’ Professional Vision of Argumentation Opportunities in Their Analysis of Videotaped Science Classroom Episodes

ABSTRACT To foster scientific argumentation in the classroom, science teachers need to be able to notice and interpret situations in their lessons that are starting points for argumentation discourses. To sustainably promote these skills, which we denote as a professional vision of argumentation opportunities, it seems crucial to start training teachers as early as their pre-service phase. Thus, we have developed a vignette-based practice activity with a category system that trains this vision. In this exploratory study, qualitative content analysis was used to examine eight pre-service science teachers’ (PSTs) responses in this practice activity. The results show that the PSTs were able to successfully identify and describe argumentation opportunities in videotaped chemistry and physics lessons. However, these PSTs had difficulties in explaining the contentious moments in the opportunities they had identified and in predicting suitable instructions that could promote argumentation. Overall, PSTs’ professional vision improved during a nine-week intervention, but differences—e.g. regarding the subject matter of a vignette or PSTs’ prior knowledge—also became apparent. The paper identifies such influencing factors and provides recommendations for using the practice activity in science teachers’ professional development.

Scientific Literacy in Basic Education: An Analysis of Curricula Contexts and Pre-service Teachers’ Views in Tanzania

This is an analysis of how scientific literacy (SL) is featured in the science education pipeline of Tanzania based on the SL frameworks of five arguments (economic, utility, democratic, social and cultural) and three visions (Visions I–III). It analyses four curriculum documents for science in basic education, and the views of 79 pre-service teachers collected using a questionnaire. The findings indicate that only economic and utility arguments are abundant in the curricula and pre-service teachers’ responses. Further, the findings show that Tanzania’s basic education science curriculum largely reflects Vision I, which emphasises content and procedural knowledge. Moreover, the curriculum is highly structured, thus making it difficult for teachers and students to engage in science-related situations (Vision II). The need to cope with the pressure exerted on teachers and students by high-stakes examinations adds to this difficulty. Generally, we establish that SL is not well featured in all the curriculum documents we analysed, as the pre-service teachers’ responses confirmed. We recommend that the curriculum be reviewed to include explicit reference to SL.

Advancing scientific literacy: Integrating nature of science and nature of scientific inquiry in teaching Griffith’s and Avery-MacLeod-McCarty experiments

The present study aims to design an instruction that engages nature of science (NOS) and nature of scientific inquiry (NOSI) learning objectives with the teaching and learning of important historical experiments taught around the world and presented in most biology textbooks such as those by Griffith and by Avery, MacLeod, and McCarty. The design process involves decisions about which NOS and NOSI aspects to teach and decisions about how to teach. With respect to the latter decisions, our preference is an explicit/reflective perspective used in an overarching inquiry-based science teaching and history of science instructional context. The proposed course is going to provide high school students meaningful and practical inquiry-based experiences through the use of simulated experiments and would help their teachers (a) illuminate several procedural aspects of the taught experiments (b) internalize the importance of teaching NOS and NOSI aspects (c) acquire an integrative understanding of the process of scientific inquiry and the product of that inquiry, namely scientific knowledge, and (d) portray science less as a body of knowledge and more as a creative process involving human and non-human actors. The potential benefits of our proposed instruction for learners’ scientific literacy are also discussed.

Satisfaction on Blended Learning and Attitude towards Learning Science: A Prediction Model on Motivation to Achieve Academically

The study determines the influence of satisfaction on blended learning and attitude towards learning science on motivation to achieve academically among senior high students in Davao Region. A descriptive correlational research design was employed in a stratified random sampling technique, with a sample of 300 senior high students under Academic Track – Science, Technology, Engineering and Mathematics (STEM) Strand. The results revealed that the attitude towards learning science has more influence on the motivation to achieve academically. Nonetheless, the motivation to achieve academically helped the teachers to determine interventions on how to implement blended learning effectively in order to have a good attitude towards learning science.

The Effect of Using the Wheatley Educational Model According to Cooperative Groups to Reflective Thinking and Learning the Basic Skills of Freestyle Swimming for Students

The research aimed to identify the effect of the Wheatley model according to cooperative groups in reflective thinking and learning the basic skills of freestyle swimming for students. As for the research hypothesis, it was represented by the presence of statistically significant differences between the post-tests of the two groups (experimental and control), and the research population was determined by the intentional method of third-stage students in College of Physical Education and Sports Sciences, University of Sulaymaniyah. As for the research sample, it was randomly selected by lottery from Division (A) and consisted of (32) students. It was divided into two groups: the experimental group, which consisted of (14) students, and the control group, which consisted of (14) students. The skill tests for free swimming were relied upon to reach the results after treating them with appropriate statistical means. The researcher concluded that the Wheatley educational model according to the cooperative groups had a positive impact on reflective thinking and learning the basic skills of free swimming for the third stage students of the College of Physical Education and Sports Sciences in University of Sulaymaniyah. The researcher recommended the need to use the Wheatley educational model according to cooperative groups in learning the basic skills of freestyle swimming for different stages and age groups. The researcher also recommended the need to use the Wheatley educational model according to cooperative groups in teaching various other activities and sports.

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students’ analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students’ analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

PEDAQOJİ ELMDƏ MODELLƏŞDİRMƏ PROBLEMLƏRİ: TƏHLİL VƏ PERSPEKTİVLƏR

Problems of modeling in pedagogical science are a serious challenge for scientists and practitioners in the field of education. However, through joint efforts and the development of new methodologies, we can overcome these obstacles and create more accurate and effective models that contribute to improving the quality of education and the successful development of students.

Education, Science and Technology, and Talent Integrated Development: Evidence from China

Education, science and technology, and talent are significant factors driving economic growth. Coordinating the integrated development of education, science and technology, and talent is not only an important way to achieve the development of education, technology, and talent themselves, but it is also a crucial path to sustainable development. The research objectives of this paper are to explore the coupling coordination relationship among the three subsystems of education, science and technology, and talent and to investigate their spatiotemporal pattern evolution characteristics. This paper, based on panel data from 30 provinces in China from 2001 to 2022, constructs an evaluation index system for “education–science and technology–talent” (EST) development from three dimensions: education, science and technology, and talent. It comprehensively employs methods such as spatiotemporal pattern evolution, LISA time path, and spatial transitions to evaluate the level of China’s EST. The results indicate the following: (1) During the research period, the level of China’s EST shows a significant upward trend, with the educational subsystem being the most prominent. (2) The level of China’s EST development has a significant spatial differentiation characteristic, generally showing a decreasing trend from the eastern to the central and western regions. (3) In terms of the stability of the spatiotemporal pattern, the spatial pattern of China’s EST development is relatively stable, and there is no significant spatial shift during the research period. This study provides a new method for the evaluation of complex systems and also offers a reference for the economic growth of many developing countries.

Redefining expertise: how proponents and opponents of alternative therapies evaluate expertise

ABSTRACT Traditionally, scientific education is considered a main guarantee for expertise. However, new self-taught therapy providers increasingly seek expert status in health and well-being. These ‘field experts’ sometimes challenge the authority of scientific experts, arousing public debates on expertise and expert qualifications. This expansion of expertise, a popular topic in science and technology studies in the last decades, is driven partly by changes in the media environment and increasing consumer interest. Current research on citizen engagement in science often presumes citizens hold a stakeholder position or (aim to) participate in knowledge production. However, ways of participation in expertise and science are constantly changing, partly due to the evolving media landscape enabling new forms of participation. Online debate around alternative therapies by a well-known Finnish health influencer, Maria Nordin, show that citizens and consumers set competing criteria for health and well-being experts and use online discussions to negotiate these criteria. Proponents of alternative therapies highlight consumers’ responsibility for their health in the freedom of choice frame and describe traditional epistemic authorities as corrupt in the distrust frame. Opponents of alternative therapies promote science-based expertise in explaining and treating symptoms in the biomedical frame and criticize alternative experts for misleading consumers in the hoax frame. Citizens and consumers are increasingly involved in contesting and legitimizing experts and negotiating criteria for expertise and, thus, participating in the expansion of expertise.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Perceived challenges and opportunities for basic scientists transitioning to basic science educators in medical and health professions education

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages of their transition. An anonymous survey with voluntary participation was administered to all basic scientists in National University of Singapore (NUS) Yong Loo Lin School of Medicine. The survey aimed to identify the perceived challenges faced by basic scientists transitioning to basic science educators in medical and health professions education. This study consisted of Likert scale questions, followed by one multiple-choice question and two open-ended questions. Twenty-one basic scientists either postdoctoral fellows or instructors, completed the study. The study found that gaps in clinical content and experience, along with teaching pedagogy and training were among the major concerns for basic scientists aspiring to be basic science educators. These challenges and shortcomings could potentially be addressed by providing them with clinical shadowing opportunities, education mentorship and teaching training. Since most respondents lacked teaching experience, the results might differ if the majority had been involved in teaching within medical and health professions education. Nonetheless, it is important to understand and acknowledge the challenges and concerns experienced by basic scientists and examine how they can navigate them in the process of their transition to teaching medical and health professions. This also provides opportunities for personal reflection and development so that basic science educators will be more prepared for greater challenges and the ever-changing demands of contemporary medical and health professions education.