Science Education International最新文献

How a Digital Educational Game can Promote Learning about Sustainability 数字教育游戏如何促进可持续性学习

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.5

Thomas S. Muenz, Steffen Schaal, Jorge Groß, Jürgen Paul

{"title":"How a Digital Educational Game can Promote Learning about Sustainability","authors":"Thomas S. Muenz, Steffen Schaal, Jorge Groß, Jürgen Paul","doi":"10.33828/sei.v34.i4.5","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.5","url":null,"abstract":"Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2–3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"33 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification 游戏式学习对学生生物累积和生物放大概念转变的影响

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.2

Sittichai Wichaidit, Manabu Sumida

{"title":"The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification","authors":"Sittichai Wichaidit, Manabu Sumida","doi":"10.33828/sei.v34.i4.2","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.2","url":null,"abstract":"The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"51 s31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does Context Affect Argument Quality and Informal Reasoning in Socio-scientific Issues? 语境会影响社会科学问题的论证质量和非正式推理吗？

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.1

Feride Ercan Yalman

{"title":"Does Context Affect Argument Quality and Informal Reasoning in Socio-scientific Issues?","authors":"Feride Ercan Yalman","doi":"10.33828/sei.v34.i4.1","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.1","url":null,"abstract":"This research aimed to assess the quality of arguments and informal reasoning abilities of pre-service science teachers concerning various socio-scientific issues, utilizing dilemma cards. The case study method, a qualitative research approach, was employed, involving 12 pre-service science teachers. Participants completed the dilemma cards over a 12-week period. The analytical procedure for these cards incorporated content analysis. Findings from the study indicated that participants were often unable to construct a comprehensive argument that considered all argumentative components, such as claim, evidence, support, and rebuttal. While some participants displayed a modicum of success in the components of claim, evidence, and support, they typically provided insubstantial examples in the rebuttal dimension. Upon examining the nature of arguments based on context, it was discerned that the quality of arguments about nuclear energy differed slightly from those about other socio-scientific issues. Nevertheless, context did not significantly influence the quality of arguments for 11 other socio-scientific topics. Furthermore, the study noted variations in the dimensions of informal reasoning across different socio-scientific issues. It was subsequently inferred that the context might influence informal reasoning. Additionally, it was observed that participants tended to focus more on the ecological dimensions of informal reasoning and less on the ethical-aesthetic dimensions. Recommendations were put forth to enhance both the quality of arguments and informal reasoning abilities.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Professional Knowledge to Practice: The Effect of Academic Counseling Model Based on Academic-Teacher Collaboration on Pedagogical Content Knowledge 从专业知识到实践：基于学师合作的学业辅导模式对教学内容知识的影响

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.7

Nesli Kala, Selcan Sungur-Alhan

{"title":"From Professional Knowledge to Practice: The Effect of Academic Counseling Model Based on Academic-Teacher Collaboration on Pedagogical Content Knowledge","authors":"Nesli Kala, Selcan Sungur-Alhan","doi":"10.33828/sei.v34.i4.7","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.7","url":null,"abstract":"Collaboration between teachers and academics can have a sustainable impact on teachers’ professional development. Accordingly, the aim of the study was to investigate the effect of the academic counseling model (ACM) based on academic-teacher collaboration on the pedagogical content knowledge (PCK) of in-service teachers. The ACM consists of five steps: diagnosis, training, action, gradually decreasing, and evaluation. The seven volunteer science teachers in different seniority levels participated in the research from three secondary schools (urban, suburban, and private schools). A total of six academics, four of whom were in the counseling team and two in the support team, took part as the academic team. We collected the data with an observation form developed according to the three components of PCK. The application period was about 23 weeks. We found statistical differences in all stages of ACM, except for gradually decreasing and evaluation, according to the classroom practices of the participant teachers. Consequently, we determined that ACM significantly improved science teachers’ professional skills on PCK. In this study, we focused on teachers’ professional development, which is a sub-variable of the school variable of ACM. In future research, more comprehensive studies focusing on other sub-components will be useful to reveal the impact of the model.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy 学生在天文学图形组织器整合在线教学中的表现、满意度和体验

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.6

Jennifer A. Endiape, Jamaica Fayette V. Lopez, Zenerica T. Lastimosa, Charie Ann V. Gecain, Nheljay Mae C. Herbieto, Joje Mar Perino Sanchez, M. Picardal

引用次数: 0

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model 通过常识建构模型增进对液体密度和浮力的概念理解

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.8

Ahmet Taşdere, Mehmet Fatih Kaya

{"title":"Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model","authors":"Ahmet Taşdere, Mehmet Fatih Kaya","doi":"10.33828/sei.v34.i4.8","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.8","url":null,"abstract":"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.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry 将教师的观点和做法与低年级学生的科学探究能力相协调

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.3

Mjege Kinyota

{"title":"Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry","authors":"Mjege Kinyota","doi":"10.33828/sei.v34.i4.3","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.3","url":null,"abstract":"This study used a three-phase design to explore how teachers’ views and practices of scientific inquiry can be reconciled with early graders’ ability to engage in scientific inquiry. First, 19 early years teachers were interviewed to explore their views and practices of scientific inquiry. Second, six standard two students were exposed to a problem-solving situation so that their ability to engage in scientific inquiry could be assessed. Finally, six standard two teachers who involved in designing the problem and who also observed students solving the problem were interviewed to explore any changes in their views. The six teachers also participated during the first phase. The findings indicated that teachers had distrust in early graders’ ability to engage in scientific inquiry, which corresponded to their rare practice of it. They also perceived large class sizes and unsupportive curriculum as barriers to engaging children in scientific inquiry. Further, the findings indicated that, under specific conditions, early graders are able to engage in some inquiry activities such as framing questions, designing and conducting investigations. Furthermore, changes in teachers’ beliefs and understanding of scientific inquiry were noted. Creating supportive curriculum and classroom environments for nurturing children’s inquiry are highly recommended.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Progression of Students’ Reasoning about Life Cycles 学生对生命周期推理的学习进展

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.9

Hayat Hokayem, Ihsan Ghazal, Savannah R. Graham

引用次数: 0

The Role of Subjective Task Value and Prior Achievement in the Relationship between Personal Epistemology and Science Self-efficacy Beliefs: A Moderated Mediation Analysis 主观任务价值和先前成就在个人认识论与科学自我效能信念之间关系中的作用：调节中介分析

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.4

Feride Şahi̇n, Semra Sungur, S. Ateş

{"title":"The Role of Subjective Task Value and Prior Achievement in the Relationship between Personal Epistemology and Science Self-efficacy Beliefs: A Moderated Mediation Analysis","authors":"Feride Şahi̇n, Semra Sungur, S. Ateş","doi":"10.33828/sei.v34.i4.4","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.4","url":null,"abstract":"The purpose of this study is to test the relationship between seventh-grade students’ personal epistemology for science, subjective task value, and science self-efficacy, with prior achievement serving as a moderator. The mediating role of subjective task value is proposed in the prediction of the relationship between personal epistemology for science and science self-efficacy. To achieve this aim, a model that explains the relationships among the specified variables is proposed, and then this model is tested using moderated mediation techniques, controlling for the effects of gender and parental educational background variables. The study sample comprises 312 seventh-grade students, determined through stratified random sampling. The analyses confirm the mediating effect of subjective task value and reveal the moderator effect of prior achievement on the prediction of personal epistemology for science and science self-efficacy. Finally, the results of the study are compared with existing research in the field, and recommendations are provided to researchers and practitioners in science education based on these findings.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"27 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes 关于开发基于技术的 EIGEC 模式以提高学生学习成果的介绍和测试

Science Education International Pub Date : 2023-12-16 DOI: 10.33828/sei.v34.i4.10

S. Fayanto, D. Kuswandi, M. Precharattana, La Thang, Erniwati, Hunaidah Made Ali

{"title":"Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes","authors":"S. Fayanto, D. Kuswandi, M. Precharattana, La Thang, Erniwati, Hunaidah Made Ali","doi":"10.33828/sei.v34.i4.10","DOIUrl":"https://doi.org/10.33828/sei.v34.i4.10","url":null,"abstract":"The purpose of this study was to introduce technology-based EIGEC models and implement these models into the learning process in the classroom. This research was quasi-experimental, using a pre-test-post-test control group design. The research sample consisted of two classes with different treatments. Each course was selected randomly, with the number of students who were the object of the trial being as many as 36 in each class. The data collection technique used an instrument test and was analyzed descriptively and inferentially. The T-test was used in inferential analysis to determine how the model’s implementation and impact on learning outcomes were affected. Theanalysis found that the technology-based EIGEC model contributed 0.59 to improving learning outcomes compared to conventional models(0.39), based on the results of the N-gain value. The five stages of the technology-based EIGEC were (1) engagement, (2) introduction,(3)guidance, (4) execution, and (5) conclusion. From the analysis results, the technology-based EIGEC model can be an example of amodel used to support learning in the classroom.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"40 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0