Science Education International最新文献_第4页

Exploratory Study to Determine the Effectiveness of Discussion Sessions as a Teaching Strategy on the Concepts of Spontaneity 确定讨论课作为自发性概念教学策略有效性的探索性研究

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.9

A. E. Obaya-Valdivia, Carlos Montaño-Osorio, Y. M. Vargas-Rodríguez

引用次数: 0

STEM-Based Course Design: A Way to Develop Attitudes towards STEM and Science Course 基于STEM的课程设计:一种培养STEM和科学课程态度的方法

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.1

M. Uygur

{"title":"STEM-Based Course Design: A Way to Develop Attitudes towards STEM and Science Course","authors":"M. Uygur","doi":"10.33828/sei.v33.i4.1","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.1","url":null,"abstract":"The study aimed to investigate the effects of a STEM-based course design on students’ attitudes towards STEM and a science course. STEM activities were prepared per learning outcomes relating to the ‘illumination and sound technologies’ learning domain in the grade 4 science course. The study was carried out based on an experiment and control group quasi-experimental design. The study was carried out at a state school in Mersin in 2021. The experimental group of the study consisted of 32 and the control group consisted of 32 grade 4 students. STEM-based activities were performed in the experimental group. However, non-STEM activities were performed based on usual experimental setups in the control group. At the end of the study, the experimental and control group students’ attitudes towards STEM and science course were examined to determine whether there were statistically significant differences. As part of this study, student opinions on STEM were examined. A STEM Attitude Test and open-ended opinion form were used as data collection tools. Normality tests were conducted, and the homogeneity of variances was examined. Dependent and independent t-tests were conducted in quantitative data analysis and content analysis in the qualitative data analysis. The results suggested that STEM-based course design significantly increased students’ STEM attitudes and their attitudes towards science course more than the attitudes of students not exposed to STEM-based course design. In addition, students considered STEM practices fun and informative. Accordingly preparing STEM based course design for science course has been suggested.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"150 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":"115168499","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

Crochet: Engaging Secondary School Girls in Art for STEAM’s Sake 钩针编织:为了STEAM的缘故吸引中学女生

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.6

P. York, Shaoan Zhang, Mei Yang, V. Muthukumar

引用次数: 0

The Effects of Laboratory Safety Professional Development Seminars Implemented on Science Teachers: Laboratory Safety Knowledge Levels 实验室安全专业发展研讨会对理科教师实验室安全知识水平的影响

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

B. Cavas, Simge Koç

{"title":"The Effects of Laboratory Safety Professional Development Seminars Implemented on Science Teachers: Laboratory Safety Knowledge Levels","authors":"B. Cavas, Simge Koç","doi":"10.33828/sei.v33.i4.12","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.12","url":null,"abstract":"When laboratory accidents in schools, especially in recent years, are examined, it is remarkable that many of these events resulted from the incorrect implementation of laboratory safety. The most significant role in the administration of laboratory safety belongs to science teachers. During this process, the necessity of laboratory safety training is for teachers to gain knowledge, skills, and attitude with regard to laboratory safety. This study aimed to investigate science teachers’ knowledge level regarding laboratory safety and increase science teachers’ knowledge level regarding laboratory safety through professional development seminars. Professional development seminars were carried out for teachers in eight modules which included both visual presentations and active learning-teaching activities. Training activities were planned in consideration of the subjects and experiments included in the current Turkish general science curriculum. The single-group pre-test post-test design, a semi-experimental design application, was used. To investigate the effects of laboratory safety professional development seminars, pre- and post-tests were applied to only one group. The “Laboratory Safety Knowledge Test” developed by the researchers was applied to determine teachers’ improvement regarding laboratory safety. According to findings, there was a statistically significant difference between scores of changes in teachers’ knowledge level regarding laboratory safety before and after professional seminars. Moreover, there was not a demographically significant difference between scores of changes in teachers’ knowledge level. It is considered that the findings of the research will contribute to school laboratories being safer and more effective environments in which the activities of science lessons are carried out.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"8 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":"127750929","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

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning 提高十年级物理科学教师实施混合式问题学习的自主性:设计混合式问题学习

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.11

Judicial Sebatana, W. Dudu

{"title":"Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning","authors":"Judicial Sebatana, W. Dudu","doi":"10.33828/sei.v33.i4.11","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.11","url":null,"abstract":"The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. Literature is replete with studies showing that science teachers in the United States, Indonesia, and South Africa, to name a few, lack the necessary technological skills to utilise simulations in the teaching and learning of Physical Sciences. This intervention-based explanatory mixed methods study was conducted in one of the nine education provinces of South Africa. Quantitative data were generated using a self-directed learning instrument (SDLI), the Physics Education Technology interactive simulations questionnaire, and a PBL questionnaire. Forty participants were sampled using both cluster and systematic random sampling techniques. Qualitative data were generated through a BPBL scenario, a reflective portfolio, and semi-structured interviews with two purposively selected participants. The quantitative data were analysed using descriptive and parametric statistics. The reflective portfolio was analysed using a performance standards scoring rubric adopted from Smith et al. (2001). The BPBL Scenario Evaluation Schedule and interviews were analysed using Saldaña’s (2013) code-to-theory analytical model. It was concluded that there was a significant difference in participants’ perceptions of PBL, self-directedness, and interactive simulations after attending a teacher professional development intervention (TPDI) and implementing BPBL. The findings show that the utilisation of interactive simulations and PBL in Physical Sciences classrooms were unknown to teachers – suggesting that teachers were not self-directed in implementing BPBL. This study presents a model for designing BPBL activities and an evaluation schedule for assessing those activities for self-directedness in educational practices.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"43 4-7 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":"123375104","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

Context-Based Biology Motivatıons of Secondary School Students 中学生情境生物学Motivatıons

Science Education International Pub Date : 2022-12-01 DOI: 10.33828/sei.v33.i4.4

Ferhat Karakaya, Selçuk Arik, Mehmet Yılmaz

{"title":"Context-Based Biology Motivatıons of Secondary School Students","authors":"Ferhat Karakaya, Selçuk Arik, Mehmet Yılmaz","doi":"10.33828/sei.v33.i4.4","DOIUrl":"https://doi.org/10.33828/sei.v33.i4.4","url":null,"abstract":"This study aimed to examine the motivation of secondary school students toward context-based biology in terms of variables. Motivations were examined in terms of gender, grade level, school type, project experience, and biology laboratory experience. The research was planned according to the ‘Survey design.’ The sample consisted of 545 students studying at different grade levels (9th, 10th, 11th, and 12th grades) of secondary education institutions in Turkey. The study data were collected through the ‘Context-Based Biology Motivation Scale (CBBMS)’ developed by Gül (2019). The measurement tool consists of 34 items in a five-point Likert type, and a total of three sub-factors: association and effect, participation and competence, and enjoyment and satisfaction. Cronbach’s alpha reliability coefficient was determined (α = 0.943) for the entire measurement tool. For the sub-factors, it was α = 0.898 for association and effect, α = 0.914 for participation and competence, α = 0.846 and for enjoyment and satisfaction. For independent groups, the t-test, one-way analysis of variance (ANOVA), and Tukey test were used in the data analysis. According to the research results, secondary school students’ motivations toward context-based biology differed significantly according to gender, school type, biology laboratory experience, and grade level. On the contrary, motivations did not differ significantly according to their project experiences. The data obtained from the research will contribute to the literature in determining the factors affecting the motivation of secondary school students toward context-based biology.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"8 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":"129972998","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

Application of Online Pedagogy to Enhance Undergraduates’ Learning Outcomes in Chemistry 应用网络教学提高大学生化学学习效果

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.3

Ngozi Okafor

{"title":"Application of Online Pedagogy to Enhance Undergraduates’ Learning Outcomes in Chemistry","authors":"Ngozi Okafor","doi":"10.33828/sei.v33.i3.3","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.3","url":null,"abstract":"The low Cumulative Grade Point Average of most chemistry undergraduates results in their low achievement and motivation which poses a threat to the production of future chemistry teachers. The diversity of this problem has resulted in several suggestions concerning the application of Google Meet strategy to determine its efficacy in ameliorating this problem in the Nigerian educational setting. Two null hypotheses guided the research. This study was an ex-post facto and quasi-experimental designs that involved 125 chemistry undergraduates. Three research instruments were used in data collection. Data were analyzed using mean and analysis of variance. Results showed that undergraduates exposed to Google Meet Pedagogy (GMP) had greater achievement than those exposed to Classroom Teacher Approach (CTA). However, undergraduates exposed to CTA had better motivation in chemistry than those exposed to GMP. The finding showed a significant influence of course types on undergraduates’ achievement in chemistry. There was no significant influence of course types on undergraduates’ motivation. The study concludes that undergraduates should be provided with adequate online facilities to be skillful and knowledgeable. It suggests that university lecturers should be sponsored for professional development on the application of online pedagogies to enhance undergraduates’ achievement and motivation in chemistry.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116650075","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

Strategies to Scaffold Students’ Inquiry Learning in Science 培养学生科学探究性学习的策略

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.1

M. Petersen

引用次数: 0

Science Teachers’ Perceptions of Integration of M-Learning into Class Instructions in Kwara State, Nigeria 尼日利亚夸拉州科学教师对移动学习融入课堂教学的看法

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.9

G. Bello, H. Alabi, Z. A. Bello, Ilias A. Bello, M. M. Sulaiman

{"title":"Science Teachers’ Perceptions of Integration of M-Learning into Class Instructions in Kwara State, Nigeria","authors":"G. Bello, H. Alabi, Z. A. Bello, Ilias A. Bello, M. M. Sulaiman","doi":"10.33828/sei.v33.i3.9","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.9","url":null,"abstract":"The mandate of the education system is for the advancement of knowledge, socioeconomic transformation, employment generation, and so forth. Literature is awash with arguments in favour of M-learning in the realization of the core mandate of the education system. This study, therefore, examines the perceptions of the science teachers on integration of M-Learning into science class instructions in Kwara State, Nigeria. One hundred and twenty-nine science teachers from 34 public and 27 private senior secondary schools participated in the study. Stratified and purposive sampling techniques were used to select the schools and the teachers, respectively. A researcher-designed questionnaire titled, “Teachers’ Perceptions of M-learning” (TPML) with a reliability coefficient of 0.85, was used for gathering data. Data were analyzed using the t-test statistical tool, and findings from the study revealed that the participating teachers had high perceptions of M-learning and were at the preparation stage of integrating it into class lessons. It was concluded that teachers had favorable perceptions of M-learning and were in vantage position to use M-learning to leverage students’ achievement. It is, therefore, recommended that science teachers should progress from the preparation stage to the action stage of integrating M-learning into science teaching.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123939459","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

Flipped Learning Model - Learning Style Interaction: Supporting Pre-service Teachers on Science Teaching Methods and Personal Epistemologies 翻转学习模式-学习风格互动:支持职前教师的科学教学方法与个人认识论

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.8

Aylin Cam, Harika Ozge Arslan, Ceyhan Çiğdemoğlu

{"title":"Flipped Learning Model - Learning Style Interaction: Supporting Pre-service Teachers on Science Teaching Methods and Personal Epistemologies","authors":"Aylin Cam, Harika Ozge Arslan, Ceyhan Çiğdemoğlu","doi":"10.33828/sei.v33.i3.8","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.8","url":null,"abstract":"This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants’ science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary pre-service teachers’ achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported “divergers” more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114993626","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