Science Education Research Articles

Examining and comparing the relation between representational competence and conceptual knowledge across four samples

IntroductionWhereas it is commonly assumed that in learning science, representational competence is a critical prerequisite for the acquisition of conceptual knowledge, comprehensive psychometric investigations of this assumption are rare. We undertake a step in this direction by re-analyzing the data from a recent study that found a substantial correlation between the two constructs in undergraduates in the context of field representations and electromagnetism.MethodsIn this pre-registered contribution, we re-analyzed the data (N = 515 undergraduate students; Mage = 21.81, SDage = 4.04) to examine whether the relation between representational competence and conceptual knowledge, both measured with psychometrically validated test instruments, is similar or varies between four samples from two countries. To this end, we employed correlational analysis and scatter plots. Employing these methods, we examined whether a positive relation between representational competence and conceptual knowledge can be found and is of similar magnitude in all samples. We also employed multiple-group latent profile analysis to examine how the more detailed association between the two constructs varies or is similar across samples.ResultsWe found that the relation between the two constructs was positive in all four samples, but was stronger in the samples consisting primarily of engineering and physics students than in environmental sciences and teacher education-students. All latent profiles indicated that high representational competence is a prerequisite for high conceptual knowledge, but not vice versa. We found little relation to learners’ gender and topic-specific learning opportunities in high school.DiscussionThese results indicate that the qualitative findings of a positive relation between representational competence and conceptual knowledge, with no evidence of learners that achieve high conceptual knowledge with low representational competence, generalize across different populations. We derive hypotheses for further moderating factors that can be examined in future research.

Investigating Fear of Covid-19, Social Distance and Burnout Among Health and Education Professionals Working in Special Education and Rehabilitation Centers

Special Education and Rehabilitation Centers (SERC) are rare institutions where health and education professionals work together. This offers a unique opportunity to analyze coronaphobia and pay attention to social distance based on the field of license. This study investigates the relationship between coronaphobia and attention to social distance with different parameters among health and education professionals working in the SERC during the pandemic. Our study group consisted of 150 professionals, 97 of whom worked in the health sector and 53 in education, all employed at SERC in Turkey between July and November 2021. The COVID-19 Fear Scale was used to measure coronaphobia, the Social Distancing Scale for COVID-19 social distance level, and the Maslach Burnout Scale for occupational burnout. Coronaphobia and burnout were significantly higher (p=0.027) among education professionals than health professionals. There was no significant difference in social distance attention between the two groups. Salary satisfaction was significantly higher (p=0.004) among health science graduates than those in educational sciences. Coronaphobia and attention to social distancing were significantly worse (p<0.00, p=0.015) among professionals who were satisfied with their salary. A positive and strong correlation exists between burnout and fear of COVID-19 (p<0.001, r=598). In conclusion, to reduce coronaphobia in SERC, it is recommended to provide health literacy training and implement preventive approaches to occupational burnout.

Towards modelling instructional quality for music class-rooms: Exploring subject-specific application of the TA-LIS/GTI generic framework

Arts subjects have so far been absent from large-scale studies on instructional quality as well as from related methodological development. The purpose of this article is to explore whether an observation scheme that builds on generic theoretical models and aims to capture instructional quality across school subjects might be meaningfully employed in general music education so that it could serve as a basis for empirical research and reflective practice. We evaluated instructional quality criteria proposed in the video observation system from the study Global Teaching InSights, the third cycle of OECD’s large-scale Teaching and Learning International Survey (TALIS/GTI) by exploring the system’s observation codes for analysis of music lessons on video and comparing the criteria with quality criteria from general music education. We found that the generic models are helpful and may have more to offer both research and practice in music education than we initially expected. The risk when attempting to apply quality criteria that are intended to be generic is that those aspects may be overemphasised while criteria that are essential for music education are pushed out of sight. However, we argue that modelling instructional quality in music classrooms is worthwhile in itself and that the friction points where generic criteria do not fit our subject are particularly interesting. A systematic discussion of quality criteria can sharpen our views and understandings of general music education and connect music education research with interdisciplinary discourse and with a much-needed, broad dialogue within the educational sciences.

Smartphone Light Sensors as an Innovative Tool for Solar Irradiance Measurements.

In recent years, the teaching of experimental science and engineering has been revolutionized by the integration of smartphone sensors, which are widely used by a large portion of the population. Concurrently, interest in solar energy has surged. This raises the important question of how smartphone sensors can be harnessed to incorporate solar energy studies into undergraduate education. We provide comprehensive guidelines for using smartphone sensors in various conditions, along with detailed instructions on how to calibrate them with widely accessible clear-sky satellite data. This smartphone-based method is also compared with professional reference measurements to ensure consistency. This experiment can be easily conducted with most smartphones, basic materials, and a clear, open location over a few hours (methods). The findings demonstrate that smartphones, combined with simple resources, can accurately measure solar irradiance and support experiments on solar radiation physics, atmospheric interactions, and variations in solar energy across locations, cloud cover, and time scales. This approach provides a practical and accessible tool for studying solar energy, offering an innovative and engaging method for measuring solar resources.

Feasibility of Biopreneurship Project-Based Science Module for Students in the Bagek Kembar Ecotourism Area

The biopreneurship project-based science module is teaching material designed to combine biological concepts with entrepreneurship through project-based learning. This research aims to develop a biopreneurship-based science module valid for increasing students' scientific literacy, entrepreneurial motivation, and environmental literacy in the Bagek Kembar Ecotourism Area. This research is development research using the ADDIE model, namely Analyze, Design, Development, Implementation, and Evaluation. The development and validation stages of the module were carried out at the University of Mataram and SMA Negeri 1 Sekotong. The research instrument was a validation questionnaire given to science experts and teachers. The validity of the Science Module is based on the Aiken V Index. The results of the biopreneurship project-based science module validity show that the Aiken V Index for the size and appearance of the module cover, module design, module content, and language used are 0.95, 0.95, 0.93, and 0.94, respectively. Included in the valid category. This research concludes that the biopreneurship project-based science module is suitable for use in schools to increase students' scientific literacy, entrepreneurial motivation, and environmental literacy in Bagek Kembar ecotourism.

Youth Climate Questions

AbstractAnthropogenic climate change and environmental crises are pressing challenges of our time, with changes to the climate system observed in every global region. Disastrous impacts on nature, including people, have already been observed in the form of drought, floods and extreme heat events across the planet. This study examines the role of an interdisciplinary approach to exploring different responses to climate-related disasters and potential disasters. The work we report takes place in the context of recent research on dialogue on climate interventions with youth. Climate interventions are large-scale interventions into the Earth’s climate system and include proposals such as solar radiation management, ocean liming, and carbon capture and storage technologies. Research and development of climate interventions as a response to one set of disasters (in the present and in-the-making), created as a result of anthropogenic climate change, are associated with much uncertainty and controversy. We explored these uncertainties and controversies with young people, scientists and policymakers, resulting in a set of illustrated climate conversation cards. In this paper, we analyse the questions produced by young people to find requests for data and knowledge from across disciplines, and for an exploration of ethics, feelings, positions and priorities. We also found problematisations of technofixes and desire for socio-political action. The implications for science and disaster education are discussed.

Participatory Science and Machine Learning Applied to Millions of Sources in the Hobby–Eberly Telescope Dark Energy Experiment

We are merging a large participatory science effort with machine learning to enhance the Hobby–Eberly Telescope Dark Energy Experiment (HETDEX). Our overall goal is to remove false positives, allowing us to use lower signal-to-noise data and sources with low goodness-of-fit. With six million classifications through Dark Energy Explorers, we can confidently determine if a source is not real at over 94% confidence level when classified by at least 10 individuals; this confidence level increases for higher signal-to-noise sources. To date, we have only been able to apply this direct analysis to 190,000 sources. The full sample of HETDEX will contain around 2–3 million sources, including nearby galaxies ([O ii] emitters), distant galaxies (Lyα emitters or LAEs), false positives, and contamination from instrument issues. We can accommodate this tenfold increase by using machine learning with visually vetted samples from Dark Energy Explorers. We have already increased by over tenfold the number of sources that have been visually vetted from our previous pilot study where we only had 14,000 visually vetted LAE candidates. This paper expands on the previous work by increasing the visually vetted sample from 14,000 to 190,000. In addition, using our currently visually vetted sample, we generate a real or false positive classification for the full candidate sample of 1.2 million LAEs. We currently have approximately 17,000 volunteers from 159 countries around the world. Thus, we are applying participatory or citizen scientist analysis to our full HETDEX data set, creating a free educational opportunity that requires no prior technical knowledge.

AutoML and Automated Data Science by Democratizing AI through End-to-End Automation

The rise of data-driven decision-making has led to a significant demand for data science and machine learning (ML) solutions across industries. However, developing these solutions requires extensive expertise in data preprocessing, feature engineering, model selection, hyperparameter tuning and evaluation. AutoML (Automated Machine Learning) and Automated Data Science (AutoDS) have emerged as transformative approaches that aim to democratize data science by automating the endto-end ML pipeline. This paper explores the foundational concepts of AutoML, highlighting key techniques and algorithms, such as neural architecture search (NAS), hyperparameter optimization and meta-learning. We delve into AutoDS's broader scope, which seeks to fully automate tasks from data acquisition to deployment. Real-world applications, such as predictive modeling, anomaly detection and time series forecasting, are examined to demonstrate the impact of these technologies. Additionally, the paper analyzes the current frameworks and platforms facilitating automation, including Auto-sklearn, Google AutoML and H2O.ai and evaluates their performance across different tasks. While the potential to accelerate data science workflows and make AI accessible to non-experts is evident, challenges remain, particularly regarding transparency, interpretability and ethical considerations in fully automated systems. This research provides insights into current trends, future opportunities and the transformative role of AutoML and AutoDS in driving innovation in the data science landscape.

Challenges Experienced by Teachers when Integrating Indigenous Knowledge Systems in Natural Sciences Practical Work

This study explored what challenges teachers experienced when integrating indigenous knowledge systems (IKS), which are culture specific, into practical work in natural sciences classrooms with diverse learners. Using an exploratory qualitative case study based on an interpretive paradigm, three natural sciences teachers and two subject advisors were purposively selected from the Harry Gwala district in the KwaZulu–Natal province of South Africa. Semi-structured interviews, a focus group interview and practical work lesson observations were used to collect data that were analysed using thematic content analysis. The findings show that when indigenous knowledge was integrated with practical work, real-life activities were simulated in the classrooms. The introduction of real-life situations and IKS-based practical activities invited IKS-based learner behaviour. When simulating real-life practices, the learners’ socio-cultural beliefs became manifest. It was reported that learners assigned traditional gender roles for the practical work activities. Recent initiates into adulthood did not participate in activities that included the use of open fires because it was forbidden in their culture. Learners were also not willing to work with clay soil based on the belief that it attracted goblins, despite evidence showing its use in the building of huts and making of pots. Furthermore, teachers recognised the need to manage the conflicts and controversies that might result from integrating IKS into practical work. The study recommends education districts to establish contextualised resource centres for IKS integration that take into account the socio-cultural beliefs of local learners as a way to support the teachers.

Beyond Benchmarking: A Diagnostic Inquiry into the Underlying Determinants of Low Performance in Philippine PISA Science

The Philippines’ consistently low performance in the Program for International Student Assessment (PISA) Science Assessment has sparked concerns about the country’s educational quality and competitiveness. The science scores are due to socioeconomic status, teacher quality, resource deficiencies, and systemic issues. A multi-pronged approach with evidence-based interventions is recommended to improve scientific literacy. This paper conducts a diagnostic inquiry into the underlying determinants contributing to Filipino students’ underachievement in PISA science. Drawing from an extensive literature review, the analysis identifies several interrelated factors spanning multiple levels of the educational system. Socioeconomic status, motivation, self-efficacy beliefs, and language proficiency emerged as significant predictors at the student level. School-level determinants include resource deficiencies, lack of qualified science teachers, and inadequate instructional practices. Furthermore, systemic issues like fragmented policy implementation, curriculum misalignment, and insufficient investment in education undermine performance. The paper argues for a holistic, multi-pronged approach targeting these diverse determinants through evidence-based interventions and policy reforms to enhance scientific literacy and elevate educational outcomes in the Philippines.

Participatory Digital Mapping, Dynamic Data, and Children’s Emergent Science Argumentation About Local Socio-Ecological Systems

Abstract Over the last two decades, there has been an increasing focus on spatial technologies in teaching and learning, revealing the potential to support new forms of youth sensemaking across varied settings and modalities. Recent scholarship has shown the possibilities of participatory digital mapping technologies, enabling young people to collect data within community settings and create interactive data-rich maps about complex phenomena and processes that build from their local expertise and inquiries. Yet to date, these technologies and related pedagogies remain less researched within K-5 educational contexts. In this article, we examine the most recent iteration from a multi-year design research project that centered 5th grade students’ learning about socio-ecological systems by engaging in participatory digital mapping to study their schoolyard soil ecosystems underfoot. We examine the possibilities of centering digital participatory map making as a basis for modeling and argumentation in elementary science. Analyzing whole class discussion video within the 10-week curriculum, we show how children authored their collective maps in numerous ways, making visible their social and ecological knowledge of the schoolyard, as well as their experiences defining, producing and visualizing qualitative and quantitative data. As part of this broader design-based research project, we find that children were able to reason about complex socio-ecological systems across spatial, temporal, and relational dimensions in inventive ways, often considered out of reach for elementary aged students, while also expanding what could count as data and what ways of knowing were valued within the science classroom. Implications for science education, place-based education, and emerging geospatial technologies are discussed.

Surprised by Co-Creation; Building Equality, Diversity and Inclusion (EDI) in the Physiology curriculum with Undergraduate Students.

As public-facing global institutions, modern universities are subject to equality legislation (locally the United Kingdom Equality Act) 1 and the need to represent an increasingly diverse student body. For effective education, this broad cohort needs to see itself represented, both in the curriculum, and in the very structures of the university2. It is with this in mind that staff in the Centre for Biomedical Sciences Education in Queen's University Belfast recruited three students from diverse backgrounds to co-design aspects of the Undergraduate Physiology Curriculum for Medicine and Health and Life Sciences (MHLS) degrees. As part of a 6-week summer internship, our students set out to identify gaps in the physiology curriculum regarding those with protected characteristics as described by the UK Equality Act 2010 (race, sex, gender reassignment, marriage or civil partnership, pregnancy and maternity, religion and belief, disability and sexual orientation; Figure 1 1). Our aim was to incorporate Equality, Diversity and Inclusion (EDI) principles to create a learning environment that celebrates people's differences and represents individual students. Themes that developed over the six week period of the internship were recognizing oneself in the curriculum, cultural humility and intersectionality.

Exploring links between visuospatial ability and anatomy learning in education: A bibliometric analysis and scientific mapping

The field of medical education faces a significant challenge in teaching human anatomy, a fundamental aspect of medical science that is often perceived as complex and demanding. Understanding the shapes and anatomical structure locations is crucial for students to master the intricacies of anatomy. Visuospatial ability, which involves comprehending three-dimensional structures and their spatial relationships, plays a pivotal role in anatomy learning. The aim of this study was to examine keywords, territories/countries, the number of publications, institutions, authors, and associated journals related to visuospatial ability in anatomy learning through extensive bibliometric analysis. Data were gathered from the Scopus database, and VOSviewer was employed to conduct a bibliometric analysis. Approximately 552 eligible articles were examined in their entirety. The findings indicated that the most significant research growth occurred in 2012, with the United States of America emerging as the leading country in the field. Furthermore, Anatomical Science Education was recognized as the most esteemed journal in this field, with Wilson, T.D. being credited as the most influential author. The bibliometric data also demonstrated various approaches to improve visuospatial capacity in anatomy learning, such as utilizing virtual reality or other computer-assisted learning modalities and their integration into medical education practice. In conclusion, these findings highlight the critical role of visuospatial ability in facilitating the acquisition of anatomical knowledge and offer direction for future research in this area.

EFFECTS OF COMPETITIVE AND JIGSAW COLLABORATION LEARNING STRATEGIES ON STUDENTS’ INTEREST IN GEOMETRY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN FCT, ABUJA, NIGERIA

This study investigated the Effects of Competitive and Jigsaw collaborative Learning Strategies on Students’ Interest in Geometry among Senior Secondary School students in Abuja. The study employed a quasi – experimental design using pre-test posttest and non-equivalent control group. A sample of 245 SSII students, comprising of One Hundred and thirty -one (131) males and One Hundred fourteen (114) females were used for the study. A multi stage sampling techniques were used for the study. Instrument for data collection was Students’ Geometry Interest Inventory (SGII) for competitive and jigsaw collaborative learning strategies. The instruments were validated by five experts in mathematics education, three Senior Lectures from Department of Science Education Federal University of Technology, Minna, two Principal Lectures from FCT – COE, Zuba as well as two teachers of mathematics from FCT-SEB. The reliability coefficient of the instruments were obtained using Cronbach Alpha was 0.87 and 0.79 for SGII for competitive and jigsaw collaborative learning strategies. Three research questions were raised and three null hypotheses that were tested at 0.05 level of significant. Ranks Mean were used to answered research questions and Mann Whitney U-test was statistical tool used for testing null hypotheses. The results revealed that the use of competitive learning strategy enhance students’ achievement in geometry. Among other recommendations is that, mathematics teachers should be encouraged to adopt these strategies in the classroom.

Pengembangan Bahan Ajar E-Comic melalui Aplikasi Canva pada Mata Pelajaran IPAS di Sekolah Dasar

This research is motivated by the lack of variety of science teaching materials used by fifth-grade teachers and the minimal number of teaching materials, as well as the fact that there are still teachers who are not skilled in utilizing ICT in making teaching materials. This study aimed to determine the development process and feasibility of open materials based on E-Comic. The research method used is Research and Development (R&D) with the ADDIE model. The study results are 1) Development of E-Comic-based teaching materials using the ADDIE model through 5 stages: analysis, design, development, implementation, and evaluation. The process of developing teaching materials is carried out by analyzing student needs, characteristics, and curriculum, making plans such as storyboard design, material plans, and product design plans including character and cover designs using the AI-assisted Canva application. 2) The results of the feasibility test by media experts 1 and 2 scored 86% and 90% with the category "Feasible". The feasibility test results by material experts 1 and 2 scored 84% and 98% with the category "Feasible". The final stage was a field trial and then an evaluation was carried out with product revisions. Teacher response test, student responses in small and large groups scored 95%, 88%, and 87.2% with the category "Appropriate". It can be concluded that E-Comic-based teaching materials are appropriate for use in learning for students at school.

The Influence of ISLE-based STEM Physics Learning on Students' Understanding of Physics Concepts

This research aims to provide an overview and determine the influence of ISLE (Investigative Science Learning Environment) based STEM (Science Technology Engineering and Mathematics) physics learning on students' understanding of physics concepts. This research is a quantitative descriptive study using the one group pretest-posttest method. The population in this study were students of class XI Science at MAN Ende for the 2024/2025 academic year and the sample was students of class. Sampling in this research used purposive sampling technique. The data collection method consists of administering tests and LKPD. The data obtained from the research sample was in the form of test scores on students' understanding of physics concepts on global warming materials. Normality test and t-test are the data analysis techniques used. From the results of data analysis, it is known that ISLE based STEM physics learning has an effect on students' ability to understand physics concepts according to the One-Sample Test carried out with sig. (One-Sided p) is 0.001 < 0.05. Students' ability to understand physics concepts increased after implementing ISLE-based STEM physics learning with an average pretest score of 57.119 and an average posttest of 89.381 with the difference between the posttest and pretest scores being 32.252 points. While working on the LKPD students are more active in working with their team in solving problems and students are trained to understand the procedures for working on them. Apart from that, by implementing this learning, it can encourage students to hone their own thinking patterns so that they are able to explain the students' own understanding of physics concepts based on what they have observed and understood.

Learning Innovations in Coastal Areas Through Augmented Reality and Gamification

This research investigates the development of an augmented reality (AR) application with gamification elements to enhance natural science learning in coastal areas. Validation by media and content experts, along with trials conducted among students, showed high feasibility and strong appeal of the application. Functionality tests, including marker detection range, demonstrated the application's capability to operate effectively in diverse coastal environments. The study highlights the successful integration of AR and gamification as a tool to improve engagement and understanding of natural science concepts in under-resourced coastal schools. This application holds great potential for enhancing the quality of education in coastal areas by offering an interactive and immersive learning experience. Further research is recommended to refine the application and assess its long-term impact on student comprehension and educational outcomes in various coastal communities. This study represents a significant step forward in using innovative AR technology to support learning in coastal regions.

Application of the asicc learning model in human physiological system to improve students' critical thinking and creative thinking skills

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

Integrating Single-Case and Qualitative Approaches: A Mixed-Methods Analysis of a Science Comprehension Intervention for Students with Extensive Support Needs

Despite advances in inclusion and access to the general curriculum for students with disabilities at large, students with extensive support needs (ESN) continue to receive instruction that is disconnected from the general curriculum and general education peers. One area of the general curriculum that students with ESN have historically lacked access to is science. However, ongoing research in this area has identified several evidence-based and promising practices that support the science learning of students with ESN. This project used a convergent mixed-methods single-case research design, specifically a single case adapted alternating treatments design paired with qualitative methods, to explore how an intervention to support comprehension of science content supported student learning and engagement for four middle school students with ESN. Implications of the study findings, as well as the value added from the mixed-methods approach, will be discussed.

The Utilisation of ICT Resources for Teaching and Learning Science in Rural Schools: A Bibliometric Analysis

Information and Communication Technology (ICT) offers pedagogical approaches in science that may enhance engagement in STEM disciplines. It has emerged as a catalyst for quality education and job creation, imparting scientific knowledge and potentially enhancing educational standards for rural students, hence generating increased opportunities for employment and entrepreneurship. This study aimed to explore research trends on the use of ICT in teaching and learning science in rural schools, using available big data on studies done in the past 10 years worldwide. A bibliometric analysis was used to analyse 171 journal articles and conference proceedings papers which were published or in press. These documents were obtained through the SCOPUS database. The keywords used were "ICT in teaching science” OR "rural schools". Data were organised into tables, graphs and visualisations obtained from VOSviewer, then analysed descriptively. Findings from the study revealed insufficient publications of documents in this area per year worldwide, citations and co-citations, poor collaborations and low total link strength for all documents published from 2013-2023. Whereas many studies have been conducted on the use of ICT or STEM education or rural education, few studies incorporated the three terms. Those who have embarked on these studies seem to be losing interest in doing more research in this area. Furthermore, there are insufficient collaborations between authors and countries in this research area. This study recommends that the amount of research and collaborations be increased on regarding the utilisation of ICT resources for teaching science in rural schools.