Science Education International最新文献

{"title":"Scientific Argumentation in Teaching Hydrogen Bonding","authors":"Nejla Gültepe","doi":"10.33828/SEI.V32.I3.3","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.3","url":null,"abstract":"This study was conducted to determine the differences in the conceptual understanding of 52 Turkish students who were taught with a scientific argumentation approach in grade 12 chemistry.  The concept test was administered to the participants as a pretest and posttest, and it contained two questions. The first had two sub-qustions had two steps. The second had six sub-qustions.  The researcher of the current study, who was well-versed in chemistry education, and a chemistry teacher expressed their views regarding the content validity of the concept test. The criteria scales and scoring rubrics were prepared by the researcher to evaluate the test in terms of a conceptual understanding of hydrogen bonding. This study, which thoroughly aims at learning the effects of scaffolding with argumentation, applied mixed-methods research to reveal students’ understanding of hydrogen forces and to determine schemas by drawing. In quantitative analysis, the mean, median, and standard deviation values of the data collected from the students were considered. In qualitative analysis, the drawings and explanations of the students on the concept tests applied before and after the education were discussed. According to the results of the concept tests, improvement in the conceptual understanding of the students before and after the argumentation-based teaching could be observed; however, half of the students still evidently had a rote understanding. In conclusion, the scientific-argumentation-based teaching approach was effective in developing their conceptual understanding. Recommmendations are made as a result of this study.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114961370","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}

{"title":"A Phenomenological Study on Students’ Experiences in Learning Physics in an Online Class","authors":"Justine C. Mercado","doi":"10.21203/RS.3.RS-690652/V1","DOIUrl":"https://doi.org/10.21203/RS.3.RS-690652/V1","url":null,"abstract":"\u0000 Online learning keeps on growing and being explored in this time of the pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses, especially in physics subjects. The conduct of physics classes through virtual classroom has its advantages and presents some challenges that why it is important to understand the perspective and experiences of students. This study aims to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, and opportunities and the challenges they have encountered. This study used a descriptive phenomenological research design to explore the lived experiences of BSED Science students who have taken physics subjects in an online class which is chosen purposively. There are four themes that emerged in this study Technological Preparations, Self-Preparations, Challenges in Online Learning, and Learning Management and Opportunities. It was realized in this study that students are prepared to take online classes in both technological and personal aspects. Despite their preparations, they have encountered challenges such as network issues, time constraints, and distractions in the learning environment at home. However, students were optimistic, so, they have seen opportunities in these challenges to improve their technological skills, time management, and maximize online resources for a better understanding of physics concepts.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128663568","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}

{"title":"Determining the Effect of Science Teaching Using Mobile Augmented Reality Application on the Secondary School Students’ Attitudes of toward Science and Technology and Academic Achievement","authors":"G. Keçeci, P. Yıldırım, F. Zengin","doi":"10.33828/SEI.V32.I2.7","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.7","url":null,"abstract":"In this research, the effects of science education using mobile augmented reality (MAR) application on students’ attitudes toward science, technology, and their academic achievement were determined against two socioeconomic levels. The parallel pattern mixed method was used in the study. The research was carried out with 143 sixth-grade students from two schools with different socioeconomic levels in Turkey. The MAR application was used with the experimental groups. Quantitative data were collected through the “Science and Technology Attitude Scale” and “Systems Achievement Test.” According to the ANCOVA results, it was observed that the MAR application used in the processing of the lessons was effective in improving the academic achievement levels of the students but not in attitudes toward science and technology. Results showed that the socioeconomic situation played an active role on the academic achievement of students but did not play an effective role on science and technology attitudes. The results of this research are important in determining the differences between students at different socioeconomic levels experiencing technology-supported systems.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115387143","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}

{"title":"Studying the coherence of studentsʼ portrayed representations of the atomic structure - Connections with conceptions and misconceptions","authors":"N. Zarkadis, D. Stamovlasis, George Papageorgiou","doi":"10.33828/SEI.V32.I2.10","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.10","url":null,"abstract":"The present study investigated the association of students’ fundamental ideas and misconceptions about ontological features of atom identity and behavior with the formation of their portrayed representations of the atomic structure. Participants (n = 421) were secondary education students in the eighth, tenth, and twelfth grades. Students’ portrayed representations of the atomic structure were accessed through drawing tasks, while their understanding of the ontological features of atom was measured through a specially designed questionnaire. Latent Class Analysis (LCA), a psychometric method, was applied to the elementary features of the portrayed representations to classify them and test the potential coherence of their representations regarding atomic structure. The LCA revealed three latent classes, which showed a relative coherence in three of the anticipated models, “Particle model,” “Nuclear model,” and “Bohrʼs model.” Moreover, students’ conceptions and misconception about the ontological features of atom were used as covariates in the LCA and their effects on the above-mentioned class-memberships were estimated. Results indicated a significant effect of students’ conceptions of the atomic ontological features on their portrayed representations of the atomic structure. Implications for theory and practice are discussed.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115058438","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}

{"title":"Bridging Science and Language Development Through Interdisciplinary and Interorganizational Collaboration: What Does It Take?","authors":"Daniella Molle, Weiqiong Huang","doi":"10.33828/SEI.V32.I2.4","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.4","url":null,"abstract":"This study addressed the intractable issue of ensuring that all students, including those who are linguistically and culturally diverse, have access to high quality science education. We explored the efforts of two organizations in the United States (one that supports science teachers and one that focuses on language development) to design resources that can inform science instruction for multilingual learners. We used Bronstein’s (2003) framework for interdisciplinary collaboration to shed light on the institutional, program, and interpersonal factors that defined and helped sustain the collaboration between the two organizations. The findings showcase what it takes to integrate equity, science, and language development considerations in resources designed to inform content-area instruction for multilingual learners. The paper adds to the nascent literature on the role of interdisciplinary collaboration in supporting the science education of multilingual students and is unique in its exploration of both the process and the product of this collaboration.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127950847","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}

{"title":"Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours","authors":"M. A. Küçükaydın","doi":"10.33828/SEI.V32.I2.8","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.8","url":null,"abstract":"Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade s","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116609503","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}

{"title":"The Effect of Educational Game Method on Learning Achievements of Seventh-grade Students with Different Learning Styles","authors":"E. Yıldız","doi":"10.33828/SEI.V32.I2.1","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.1","url":null,"abstract":"This research aimed to investigate the effect of the educational game method on the learning achievements of seventh-grade students with different learning styles. A case study was used in the research. The study group of the study consisted of 120 secondary school seventh-grade students studying in the central and rural areas of Erzurum. The Kolb Learning Style Inventory and the achievement test developed by the researcher were used as data collection tools. Descriptive statistics, dependent groups t-test, and one-way ANOVA were used in data analysis. As a result of the research, it was determined that the students in this study have the most diverging, least accommodating learning style. It was determined that the educational game method significantly increased learning achievement in all learning styles. It was determined that there was no statistically significant difference among the learning achievements of students with different learning styles applied educational game method. The effects of the educational game method can be evaluated by applying for a longer period of time in teaching different subjects.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125540221","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}

{"title":"Problem-Based Learning Approach to Review the Principles of Green Chemistry Applied to a Polycondensation Reaction","authors":"David Salgado-Chavarría, J. Palacios-alquisira","doi":"10.33828/SEI.V32.I2.3","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.3","url":null,"abstract":"A problem-based methodology was implemented to a group of five students from the Chemical Engineering and Chemistry majors, who participated in a project, whose main objective was to discuss and apply, the Twelve Principles of Green Chemistry to the study of poly(vinyl alcohol)’s cross-linking reaction with dicarboxylic acids, activated by two different energy media: conventional heating and microwave irradiation. \u0000Within the implemented methodology, students were oriented to be responsible for their own learning and the professor, participates as a facilitator or advisor. A problem was proposed and students planned all their activities to accomplish the objectives and goals of the project, reviewed recent information and summarized it, made experimental work, prepared written reports and had oral evaluations and seminars. \u0000The results obtained by the students were assessed through the generation of a final report and also with a final oral presentation in front of faculty members. \u0000The process, lived by the collaborative workgroup during the development and execution of the project, is described. The most important comments and conclusions regarding how green are each of the two chemical reaction activation processes, are presented.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134349500","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}

{"title":"STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development","authors":"Devrim Akgunduz, Canan Mesutoglu","doi":"10.33828/SEI.V32.I2.11","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.11","url":null,"abstract":"The goals of the study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and STEM within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0, and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers indicated that they perceived culture of collaboration in their school, increased teacher and student motivation, and positive attitudes towards TVET with implementation of the STEM PD program.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132544279","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}

{"title":"Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation","authors":"J. M. Badeo, Bee Ching U. Ong Kian Koc","doi":"10.33828/SEI.V32.I2.6","DOIUrl":"https://doi.org/10.33828/SEI.V32.I2.6","url":null,"abstract":"This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the “Science Motivation Questionnaire-II’ (SMQ-II) were used to measure changes of students” conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students’ interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students’ conceptual understanding in Physics. Meanwhile, the four components of students’ motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115224698","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}