Science Education International最新文献_第3页

How is Mendelian genetics taught in Malawi? 孟德尔遗传学在马拉维是怎么教的?

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.3

Nellie M. Mbano, P. Chitundu, D. Nampota

{"title":"How is Mendelian genetics taught in Malawi?","authors":"Nellie M. Mbano, P. Chitundu, D. Nampota","doi":"10.33828/sei.v34.i1.3","DOIUrl":"https://doi.org/10.33828/sei.v34.i1.3","url":null,"abstract":"Understanding genetics, an important topic in the study of biology, is critical for scientific literacy in agriculture, health, and forensic investigations. However, it has been observed that teachers find genetics difficult to teach and pupils do not perform well in it. Teachers can use expository teaching or active learning methods, but the secondary school curriculum in Malawi advocates the latter. The aim of this study was to find out how genetics is taught and how teachers justify their choice of method. This study used a multi-case design involving six teachers and observed their Mendelian genetics lessons and asked them to justify their choice of teaching method. The findings show that teachers mostly use expository methods utilising lecture and question and answer teaching techniques. Contextual factors such as large classes, limited teaching time, and lack of resources were cited as reasons for their choice of expository techniques. In addition, they said that the topic was abstract and learners could not construct their own understanding. Furthermore, they indicated that they did not know what activities to arrange for the learners. The paper discusses the difficulties experienced in implementing active learning methods in teaching genetics and recommends possible avenues for teacher education and further research in Malawi.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"10 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":"131538095","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

Integrating Ivatan Indigenous Games to Learning Module in Physics: Its Effect to Student Understanding, Motivation, Attitude, and Scientific Sublime 将Ivatan本土游戏融入物理学习模块:对学生理解、动机、态度和科学崇高的影响

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.1

Kym Clyde Moro, W. J. S. Billote

{"title":"Integrating Ivatan Indigenous Games to Learning Module in Physics: Its Effect to Student Understanding, Motivation, Attitude, and Scientific Sublime","authors":"Kym Clyde Moro, W. J. S. Billote","doi":"10.33828/sei.v34.i1.1","DOIUrl":"https://doi.org/10.33828/sei.v34.i1.1","url":null,"abstract":"The Philippines is lagging behind in physics education based on recent results of national and international assessments. With a continuing endeavor to address this problem, a game-based learning module was innovated using the ADDIE model, integrating Ivatan indigenous games in a learning module in physics, to probe the effect of the developed module on Ivatan students’ understanding, motivation, attitudes, and scientific sublime. Furthermore, the study aimed to reintroduce the Ivatan indigenous games to the younger Ivatan learners of Batanes, Philippines, through physics, in an attempt to help preserve its culture and traditions by integrating it to the teaching-learning process. The module underwent validation among four experts which yielded a Highly Acceptable and a Good Agreement rating. The material was tested with twenty SHS students under the STEM strand in a quasi-experimental research setup. A thirty-item test, the PMQ-II, the CLASS, and open-ended journal questions were the instruments used to test the module’s effectiveness. Results revealed a significant difference [Mdiff= -2.65] in student understanding with a 0.31 small effect size; students’ motivation revealed a significant difference [Mdiff = -0.91] with a large effect size of 0.86; and student attitudes revealed a significant difference [Mdiff = -0.44] with a medium effect size of 0.78. The correlation between understanding, motivation, and attitudes [rund-mot = 0.65; rund-att = 0.83; rmot-att = 0.72] were all positive uphill relationships. Lastly, responses from the journal revealed that the most common feedback among learners was the extreme feeling of happiness while generating only 5% of sublime feelings such as extreme awe/amazement/overwhelmed. These results revealed that the developed material effectively improved students’ understanding, motivation, and altering attitudes to a favorable state while realizing that it is unsuccessful in fostering scientific sublime.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"67 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":"127232121","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

Virtual Laboratory Simulations in Biotechnology: A Systematic Review 生物技术中的虚拟实验室模拟:系统综述

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.6

Justine C. Mercado, J. Picardal

{"title":"Virtual Laboratory Simulations in Biotechnology: A Systematic Review","authors":"Justine C. Mercado, J. Picardal","doi":"10.33828/sei.v34.i1.6","DOIUrl":"https://doi.org/10.33828/sei.v34.i1.6","url":null,"abstract":"In biotechnology education practical laboratory courses are vital. In having these practical courses, a lot of time and monetary resources are needed, it also requires the presence of the teacher and students and all the necessary equipment, which is currently not allowed in the Philippines due to the pandemic restrictions. Biotech virtual labs are useful in this time but what are the different research studies that has been done regarding this tool and what elements are important in terms of instructional design and technology? In this review, different types of technology and instructional design were examined, and overview of the previous research were highlighted in this paper. The study revealed that virtual laboratory simulations can be equally effective or better than hands on activity and said to be more effective compared to traditional teaching method. It was also found out that when the traditional teaching methods and virtual simulation labs yields better results in terms of performance. The included studies in this review utilized 2D, 3D, and VR technologies in having the virtual lab for the past few years. The review paper also identified different designs for instructions such as scaffolding and IBL (inquiry-based learnings). Biotech Virtual labs can be used as an effective alternative or complementary tool to an actual or physical conduct of laboratory experiment.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"9 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":"127206516","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

Transitioning Between Reform-Based Curricula: A Middle School Teacher’s Construction of a Science Teaching Identity 课程改革转型:中学教师科学教学身份的建构

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.5

Richard H. Kozoll, P. Ower

{"title":"Transitioning Between Reform-Based Curricula: A Middle School Teacher’s Construction of a Science Teaching Identity","authors":"Richard H. Kozoll, P. Ower","doi":"10.33828/sei.v34.i1.5","DOIUrl":"https://doi.org/10.33828/sei.v34.i1.5","url":null,"abstract":"Research-based science curriculum has become a common means of supporting best practices in science teaching. In response to his middle school’s transition from one such commercially available science curriculum to another, a seventh-grade science teacher elected to make certain changes to the newly adopted curriculum in its first year of use. These curricular adaptations took place despite a district directive to pilot the curriculum without making any such changes. The purpose of this phenomenological study was to understand this teacher’s lived experience adapting the curriculum. The values that guided this teacher’s curricular decisions situated his lifeworld construction of a science teaching identity around an unremitting pedagogy that maintained his use of best practices. His identity construct further exposed certain self-understandings he held as a science teacher and understandings of his students as science learners. It was the intersection of these pedagogical values with those understandings of his students and himself that supported these curricular changes, providing the backdrop for his identity construct. Therefore, the construction of a science teaching identity, which relies on this intersection, offers deepened insight into teachers’ implementation of reform-based curriculum.","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":"131662888","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

Secondary School Students’ Cognitive Structures Regarding Educational Games 中学生对教育游戏的认知结构

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.2

Havva Yaman, Şeyma Nur Bekar, Hakan Yildiz, Salih Koyun, Sibel Er Nas

{"title":"Secondary School Students’ Cognitive Structures Regarding Educational Games","authors":"Havva Yaman, Şeyma Nur Bekar, Hakan Yildiz, Salih Koyun, Sibel Er Nas","doi":"10.33828/sei.v34.i1.2","DOIUrl":"https://doi.org/10.33828/sei.v34.i1.2","url":null,"abstract":"To employ educational games in education as intended, it is required to show students’ cognitive structures for this concept. As a result, the purpose of this research was to reveal the cognitive structures of secondary school students regarding educational games. The research was a survey-based descriptive study. A total of 340 secondary school students were included for this research, which included fifth graders (n=80), sixth graders (n=95), seventh graders (n=69), and eighth graders (n=96). Simple random sampling was used to choose the participants. Data were gathered using the Word Association Test (WAT) and a drawing test. Six categories are used to organize the students' responses to the educational game's concept. ‘Individual gains,’ ‘lessons,’ ‘sports,’ ‘lesson tools/applications,’ ‘games,’ and ‘features of games’ were all of these. Four categories were used to categorize the drawings made by the students to represent the concept of educational games: ‘physical ability games,’ ‘intelligent and strategy games,’ ‘puzzle,’ and ‘mixed games.’ As a result of this research, it is possible to conclude that students’ cognitive structures for the concept of educational games include games played in classes, and educational games highlight the game aspect more. Besides that, there was little vocabulary diversity in their cognitive structures for the educational dimension. To enhance students' cognitive structures toward educational games, focus should be given to the instructional feature of educational games in research to be undertaken in the relevant field.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"44 5 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":"130169407","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

Lebanese Undergraduate Students’ Perceptions of the Tentativeness and Evidence of the Theory of Evolution 黎巴嫩大学生对进化论的试探性和证据性的认知

Science Education International Pub Date : 2023-03-01 DOI: 10.33828/sei.v34.i1.4

Hayat Hokayem, Christelle Fayad

引用次数: 0

The Relationship among socioeconomic status, attitude towards science, school climate and students' science achievement: A cross-country comparison of TIMSS: A cross-country comparison of TIMSS 2019 社会经济地位、科学态度、学校氛围与学生科学成就的关系:TIMSS的跨国比较

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.3

Metin Kaya

{"title":"The Relationship among socioeconomic status, attitude towards science, school climate and students' science achievement: A cross-country comparison of TIMSS: A cross-country comparison of TIMSS 2019","authors":"Metin Kaya","doi":"10.33828/sei.v33.i4.3","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.3","url":null,"abstract":"Students’ socioeconomic status, school climate, and students’ attitudes stand out as important factors that determine academic achievement. The current study investigated the relationship among socioeconomic status, attitude towards science, school climate, and academic achievement comparatively in terms of countries. Trends in International Mathematics and Science Study (TIMSS) 2019 data from Turkey, United Kingdom, and Singapore were used for comparison. The study adopted a correlation design for each comparison. The participants were eighth grade students from these three countries. The data were analyzed with Pearson product-moment correlation coefficient and hierarchical multiple regression. The Singapore sample had an auto-correlation problem, so it was not included in the regression analysis. Socioeconomic status explained 16.6% and attitude towards science explained 9.8% of the change in the academic achievement in the United Kingdom sample while these values were 21.9% and 14.4% for the Turkey sample, respectively. The sub-dimensions of the independent variable were also examined in the study. One the most important factors associated with students’ academic achievement in Turkey is their socioeconomic status. In this sense, the limitations of students in their access to home resources for learning are reflected negatively to their academic performance.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117335817","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

Advanced Placement Biology Scores: A Comparison of Scores for White and Hispanic Students from California, Texas, and Arizona 大学先修课程生物分数:来自加州、德克萨斯州和亚利桑那州的白人和西班牙裔学生的分数比较

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.7

L. Mata

{"title":"Advanced Placement Biology Scores: A Comparison of Scores for White and Hispanic Students from California, Texas, and Arizona","authors":"L. Mata","doi":"10.33828/sei.v33.i4.7","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.7","url":null,"abstract":"The performance of White students and Hispanic students from California, Texas, and Arizona on the Advanced Placement (AP) Biology exam were compared using archival data from the College Board from 2016 through 2019. Pearson chi square tests yielded statistically significant differences in all four-year comparisons of White and Hispanic students in all three states. White students from California had the highest percentage of students earn a 3 or higher for all four years, Arizona had the second highest percentage of White students earn a 3 or higher for all four years, and Texas had the lowest percentage of White students earn a 3 or higher for all four years of comparison. Hispanic students from Arizona had the highest percentage of students earn a 3 or higher for all four years, California had the second highest percentage of Hispanic students earn a 3 or higher for all four years, and Texas had the lowest percentage of Hispanic students earn a 3 or higher for all four years of comparison. It was discovered a majority of White students who took an AP Biology exam, from 2016 to 2019, earned a passing score (3 or higher), while the majority of Hispanic students who took an AP Biology exam failed to earn a passing score (3 or higher), that would result in college credit. Implications of these findings are discussed. Key Words: AP Biology, Hispanic students, College Board.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123576530","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

Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts 技术整合形成性评价对学生化学平衡概念概念性和程序性知识记忆的影响

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.5

Tadesse Hagos, Dereje Andargie

{"title":"Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts","authors":"Tadesse Hagos, Dereje Andargie","doi":"10.33828/sei.v33.i4.5","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.5","url":null,"abstract":"The main objective of this study was to evaluate the impact of technology-integrated formative assessment strategies on students’ retention of conceptual and procedural knowledge in chemical equilibrium concepts. A quasi-experimental control group interrupted time series design was employed. Data was collected from 132 students, who were selected using a random sampling technique from three governmental secondary schools. Two experimental groups and one comparison group were involved in the study. A series of chemical equilibrium conceptual and procedural tests were used to collect data. A mixed model ANOVA was used to analyze the test scores. The three groups had varied mean gain scores in conceptual and procedural exam scores as repeated measurements of time, as can be observed from the descriptive statistics. The two-way mixed ANOVA findings revealed that there was a significant main effect between groups on conceptual test scores. Furthermore, on conceptual knowledge test scores, there was a significant interaction between time point and intervention groups. On procedural exam scores, there was also a significant difference between the three time points and intervention groups. A significant interaction between time points and groups was also observed. Given that there was a significant difference between the pre-test, post-test, and follow-up post-test scores in the experimental group, with the difference favoring the post-test scores, it can be concluded that the technology-integrated formative assessment strategy is successful in raising secondary school students' conceptual and procedural test scores.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124752676","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

Comparison of the Effects of Emergency Distance and Face-to-Face Education Applications on Students' Analytical Thinking Skills in Science Course: Example of Energy Transformations and Environmental Science Unit 紧急远程与面对面教学对科学课学生分析思维能力的影响比较——以能源转化与环境科学单元为例

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.2

Hayal Kocabaş

{"title":"Comparison of the Effects of Emergency Distance and Face-to-Face Education Applications on Students' Analytical Thinking Skills in Science Course: Example of Energy Transformations and Environmental Science Unit","authors":"Hayal Kocabaş","doi":"10.33828/sei.v33.i4.2","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.2","url":null,"abstract":"The aim of this study was to compare the analytical thinking skills of 8th grade students who received emergency distance and face-to-face education in a science course and to get student ideas concerning emergency distance education. An unequal control group model from the quasi-experimental models was used in the study. The study group consisted of 39 students. 15 students who received energy transformations and environmental science unit as emergency distance education constituted the first group and 24 students who received face-to-face education constituted the second group. The data were collected with ATAT, TATDL, and SOF. In conclusion, it was determined that the cognitive success of the students who received face-to-face education based on analytical thinking improved more. The ability to adapt analytical thinking to daily life developed equally in both groups. While the students who received emergency distance education did not express a negative opinion about the activities carried out in the teaching process, they stated negative opinions about the realization of this process online, such as internet shortage, lack of communication tools, noise, occasional power cuts, inefficiency compared to face-to-face education, difficulty in understanding the lesson, difficulty in speaking in front of the screen, inability of the teacher to be effective in distance education, and inability to experiment together. However, there were also students who expressed a positive opinion that the course was productive, interesting, calm, more comfortable than face-to-face education and safer to protect from the disease. As a result, it is thought that emergency distance education cannot replace face-to-face education; however, it is an effective education process that can be applied to prevent students from being completely disconnected from school and education during periods when lessons cannot be continued due to extraordinary circumstances such as pandemic.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129165984","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