Science Education International最新文献_第2页

Primary School Teachers’ Attitudes and Views toward STEM Education 小学教师对STEM教育的态度与看法

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.7

Kamil Arif Kırkıç, Elif Esra Arikan

{"title":"Primary School Teachers’ Attitudes and Views toward STEM Education","authors":"Kamil Arif Kırkıç, Elif Esra Arikan","doi":"10.33828/sei.v34.i2.7","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.7","url":null,"abstract":"To produce ideas, products, and industries for the 21st-century scientists, technologists, engineers, and mathematicians are needed. It is necessary to increase the number of people who provide technical support to the problems of individuals, set a standard for the lives of the people of the world, and manage global or national life with a sustainable decision-making mechanism. Raising these individuals can only be possible through education. Countries trying to make themselves technologically aware are looking for modern methods of teaching, one of which is science, technology, engineering, and mathematics (STEM) education. This research aimed to determine the attitude of primary school teachers toward the STEM approach and to find out their views on the STEM approach in the primary school curriculum. Students encounter the STEM approach while they are in primary school. However, all primary school teachers do not teach only science and math; they also teach other courses such as social sciences, language, ethics, music, and art. Therefore, teacher orientation toward the STEM approach in science and math courses is crucial. This research was concurrent mixed-method research that collected quantitative and qualitative data simultaneously. The STEM attitude scale was used as a quantitative data collection tool and qualitative data were collected using semi-structured interviews and focus group interviews. The qualitative data were analyzed using descriptive and content analyses. The study’s most important results showed no significant difference between STEM attitude scores regarding technology familiarity. Another significant result was that teachers who participated in quantitative and qualitative studies scored above average on the STEM attitude scale. The research results imply that pre-service primary school teachers should be given the STEM approach.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128793644","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

Multilevel Analysis of Factors that Determine the Science Achievement of Fourth-grade Students in TIMSS 2019 TIMSS 2019四年级学生科学成绩影响因素的多层次分析

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.2

Pongprapan Pongsophon

{"title":"Multilevel Analysis of Factors that Determine the Science Achievement of Fourth-grade Students in TIMSS 2019","authors":"Pongprapan Pongsophon","doi":"10.33828/sei.v34.i2.2","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.2","url":null,"abstract":"This study examined the factors that determined the science achievement of fourth-grade students on the Trends in International Mathematics and Science Study (TIMSS) 2019 in the USA. The data were retrieved from the TIMSS international database and imported to the R program for manipulation. The EdSurvey package was used to conduct multilevel analysis, taking plausible values of outcome variables, and weighting into account. Level 1 predictors included gender, sense of school belonging, no student bullying, instructional clarity, and attitude toward science. Level 2 predictors included instruction being affected by science resource shortages, school emphasis on academic success, a lack of school discipline problems, and students’ preexisting with literacy and numeracy skills. The findings include that the variance between schools equals 33% and boys outperformed girls in science. Students’ attitudes toward science, their confidence, and the school’s emphasis on academic success were the two strongest positive predictors of both individual student’s achievement and the school’s mean science achievement. The other predictive variables were found to have only trivially positive or no effect. The utilized models could explain the variance within and between schools by 6% and 39%, respectively. The implications for policymakers and educational practitioners include boosting up confidence in learning science and by actively engaging students in inquiry-based activities and providing instant and constructive feedback, encouraging, and treating all students regardless of gender identity equally in teaching and learning science and schools should emphasize academic success.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128750979","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

A Study of Simulation-Role-Play Strategy on Pre-service Teachers’ Academic Performance in Basic Electronics 模拟-角色扮演策略对职前教师基础电子学学习成绩的影响研究

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.5

J. K. Owiredu, E. Asamoah, Richard Ankomah, Diana Amoabea Aduamah

{"title":"A Study of Simulation-Role-Play Strategy on Pre-service Teachers’ Academic Performance in Basic Electronics","authors":"J. K. Owiredu, E. Asamoah, Richard Ankomah, Diana Amoabea Aduamah","doi":"10.33828/sei.v34.i2.5","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.5","url":null,"abstract":"Achieving deeper and permanent learning has always been the focus of teaching force. This purpose is independent of the teaching level or subject matter. Pre-service teachers’ lack of interest and inability to connect learning levels are partly cited for their inability to develop this deeper and permanent learning of science concepts. In this respect, an action research design conducted using a case-study paradigm which included the simulation-role-play teaching strategy was used to teach pre-service teacher the concept of “doping of pure semiconductors” into p-type and n-type semiconductors. This is an area under basic electronics. The result of the non-parametric Wilcoxon Signed Rank Test analysis revealed a statistically significant increase in pre-service teachers’ performance level in basic electronics test following an intervention using the simulation-role-play approach. The median score of the performance level also increased from a pre-test score to post-test score. The simulation-role-play teaching approach affected student teachers’ learning of basic electronics by 55% which is considered a large effect. Further, when a sample of the pre-service teachers were interviewed, the result showed a positive view toward teaching using simulation approach which converts theoretical knowledge into practical knowledge for deeper understanding and permanent learning. The findings from this study would be helpful to student teachers and tutors in the colleges of education as it offered useful intervention in teaching and learning of doping of pure semiconductors.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133168461","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: 1

Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium concepts on Grade 11 Students 11年级学生化学动力学与平衡概念的主题教学内容、知识教学与概念理解水平

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.3

K. Dejene, Woldie Belachew

{"title":"Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium concepts on Grade 11 Students","authors":"K. Dejene, Woldie Belachew","doi":"10.33828/sei.v34.i2.3","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.3","url":null,"abstract":"The goal of this study was to assess students’ level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based, representation-based, conceptual teaching strategy-based instruction, and comparison groups. The level of conceptual understanding was assessed using reasoned questions, specifically a two-tiered multiple-choice pretest, and posttest. The findings revealed that students’ conceptual understanding of chemical kinetics was higher than that of chemical equilibrium concepts. According to the findings of the students’ pretest and posttest, the level of conceptual understanding increased from 27.08% to 32.21% in chemical kinetics and from 15.91% to 23.68% in chemical equilibrium. Overall, representation-based instruction and conceptual teaching tactics boosted students’ conceptual knowledge and accomplishment in chemical kinetics and equilibrium concepts. This study proposes that the level of conceptual understanding of grade 11 students in chemical kinetics should take into account the horizontal relationship between mathematics and the chemical kinetics concepts, which should be taught using technology-assisted teaching strategies such as conceptual teaching strategies and three-fold mental representations.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128956855","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: 1

Influence of Peer Tutoring on Undergraduate Students’ Anxiety in Integrated Science: A Case Study of University of Education, Winneba 同伴辅导对综合科学本科学生焦虑的影响——以温内巴教育大学为例

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.10

C. Owusu-Fordjour, C. K. Koomson, S. T. Annan, Ruth Otison Asante

{"title":"Influence of Peer Tutoring on Undergraduate Students’ Anxiety in Integrated Science: A Case Study of University of Education, Winneba","authors":"C. Owusu-Fordjour, C. K. Koomson, S. T. Annan, Ruth Otison Asante","doi":"10.33828/sei.v34.i2.10","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.10","url":null,"abstract":"The study’s goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana’s Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study’s research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study’s findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students’ comprehension and that teachers should encourage students to interact more with one another.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128609238","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: 1

The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study 科学教育中基于问题的学习对学业成绩的影响:一项元分析研究

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.1

Ufuk Uluçınar

{"title":"The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study","authors":"Ufuk Uluçınar","doi":"10.33828/sei.v34.i2.1","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.1","url":null,"abstract":"This meta-analysis study aimed to scrutinize the effect of the problem-based learning (PBL) approach on students’ academic achievement in science lessons compared to the traditional instructional approach. As research data, the researcher accessed 55 experimental studies as a result of steps of a systematic review with the keywords “problem-based learning,” “science,” and “academic achievement or success” from the Education Resources Information Center, Scopus, Web of Science, Proquest, Taylor and Francis, Center of Higher Education National Thesis Center, and Wiley Online databases. The results showed that the PBL method used in science education had a high effect size on academic achievement compared to the traditional instructional method. The results also explained significant differences between the effect sizes of publication types (conference papers, articles, master’s thesis, and doctoral thesis). On the other hand, they demonstrated that academic achievement was similar in the nationality of the studies, educational levels, instructional variations with PBL, and relevant science areas. It is expected that integrating innovative instructional approaches into PBL could guide researchers who establish a research problem about how it can affect science academic achievement.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132995145","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: 2

Developing Undergraduate Learning Assistants’ Skills in Guiding Science Learning 培养大学生学习助理指导科学学习的技能

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.8

Lloyd M. Mataka

{"title":"Developing Undergraduate Learning Assistants’ Skills in Guiding Science Learning","authors":"Lloyd M. Mataka","doi":"10.33828/sei.v34.i2.8","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.8","url":null,"abstract":"This concurrent triangulation mixed method design study describes the influence of a science education seminar (SES) on the learning assistants’ (LAs) perceptions of their roles in the classroom. The SES was developed to train undergraduate students as LAs at a Southern liberal arts college in the USA. The focus of the seminar was teaching the LAs how to guide students through the learning process. Using the LAs perception survey, a pre and post-survey was administered to a conveniently sampled nine LAs to observe changes in their perceptions of their role. An interview was given to eleven LAs at the end of the seminar to investigate their perception of the seminar and any changes that had occurred in their perceptions of their role as LAs. A test of the significance of the quantitative data was done using the Kruskal–Wallis Chi-square and the qualitative data were analyzed using Atlas software. The pre- and post-survey results indicated that the LAs’ perceptions about their roles changed during the semester. During an interview conducted at the end of the seminar, LAs indicated that their views on how to approach students’ problems had changed mainly due to the seminar. The interview also showed that the LAs felt that the seminar was valuable because it changed the way they viewed themselves in their role. Results from this study inform colleges of the importance of training LAs.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129874541","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

A Comparative Study between Greek Pre-service Teachers and Primary School Students’ Scientific Literacy Levels 希腊职前教师与小学生科学素养水平的比较研究

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.6

Konstantinos Tsoumanis, Georgios Stylos, K. Kotsis

{"title":"A Comparative Study between Greek Pre-service Teachers and Primary School Students’ Scientific Literacy Levels","authors":"Konstantinos Tsoumanis, Georgios Stylos, K. Kotsis","doi":"10.33828/sei.v34.i2.6","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.6","url":null,"abstract":"In recent decades, enhancing scientific literacy has been the ultimate goal of science education worldwide. This effort aims to develop the skills by individuals to cope with the challenges of the modern world, which requires scientific knowledge and thinking. This research study aimed to investigate and compare the scientific literacy level of Greek pre-service teachers and primary school students. The total number of participants was 787, of which 362 were pre-service teachers and 425 primary school students. Scientific literacy was assessed with the selected response measure of demonstrated scientific literacy (SLA-D). According to descriptive analyses and statistical hypothesis tests, pre-service teachers’ scientific literacy level was considered significantly higher than students, as was expected. However, the scientific literacy level of both pre-service teachers and students in the sample remained low. This work provides recommendations for actions that can help improve the scientific literacy level of both students and teachers so that schools become a source of scientifically literate future citizens.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130000635","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: 1

The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry 翻转课堂:增强学习化学的青少年自信心

Science Education International Pub Date : 2023-06-01 DOI: 10.33828/sei.v34.i2.4

Ryan Gallagher

{"title":"The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry","authors":"Ryan Gallagher","doi":"10.33828/sei.v34.i2.4","DOIUrl":"https://doi.org/10.33828/sei.v34.i2.4","url":null,"abstract":"One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124090603","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

Seeking Traces of Filters and Amplifiers as Pre-service Teachers Perform Their Pedagogical Content Knowledge 在职前教师执行其教学内容知识时寻找过滤器和放大器的痕迹

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.8

Mehmet Şen, B. Demirdöğen

{"title":"Seeking Traces of Filters and Amplifiers as Pre-service Teachers Perform Their Pedagogical Content Knowledge","authors":"Mehmet Şen, B. Demirdöğen","doi":"10.33828/sei.v34.i1.8","DOIUrl":"https://doi.org/10.33828/sei.v34.i1.8","url":null,"abstract":"This study examined how filters and amplifiers affect pre-service science teachers’ pedagogical content knowledge (PCK) in a human and environment unit. The redefined consensus model for PCK and decision-making framework for identifying how personal and extra-personal factors act as filters and amplifiers were selected as theoretical frameworks. Two pre-service science teachers participated in the study. While pre-interviews were used to determine participants’ PCK before teaching, observations and post-interviews were used to reveal participants’ PCK after teaching, and how filters and amplifiers influenced PCK. Data were analyzed deductively to examine teachers’ PCK including interactions among components and the way filters and amplifiers act on PCK. Constant comparison analysis revealed five general assertions of how filters and amplifiers shaped the decision-making process when these teachers enacted their PCK. First, the number of amplifiers and filters affecting knowledge of instructional strategies was the highest. Second, the number of amplifiers and filters affecting knowledge of curriculum in science was the lowest. Third, the effect of filters and amplifiers on PCK components was idiosyncratic. Fourth, the more (or the less) the map was integrated; the less (or the more) amplifier and filter influenced the PCK. Fifth, the number of personal factors affecting knowledge of instructional strategies was highest. Implications are suggested considering the effects of filters and amplifiers on teachers’ PCK.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124533106","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