Science Education International最新文献_第5页

The Comparison of Distance Physics Education Applications and Practices and Determining the Problems 远程物理教育应用与实践的比较及问题的确定

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.5

A. Kumaş, Sabri Kan

{"title":"The Comparison of Distance Physics Education Applications and Practices and Determining the Problems","authors":"A. Kumaş, Sabri Kan","doi":"10.33828/sei.v33.i3.5","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.5","url":null,"abstract":"In this research, we studied distance education practices in high schools which were closed by the Turkish Ministry of National Education (MNE) due to the COVID 19 pandemic and evaluated comparatively within the scope of the physics course. In this context, a comparative evaluation has been made by examining live lecture applications on television (EBA TV), remote live lessons (EBA live lessons), and another internet application (Zoom). The research covered a 13-week period starting with the interruption of the face-to-face education on March 16, 2020, until June 12, 2020. This research included six physics teachers, 15 science teachers, 20 parents of high school students, and 1.275 students in three different Anatolian high schools and four middle schools in Trabzon. In this study, we used the scanning model. The collected data were analyzed by calculating weekly average follow-up values and percentage values. At the end of this research, it was determined that the viewership of the physics lessons on EBA TV in the 1st weeks of distance education was 89% and that the viewership of EBA TV decreased considerably as the process continued. On the other hand, in online education applications and practices, it is seen that there were important problems arising from the lack of technological appliances, family situations, assessment, and evaluation. As a result of this study, we present proposed solutions for these problems.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"211 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":"124151274","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

Chemistry Teacher Trainees’ use of Molecular Models in Learning Spiro and Bicyclic Compounds 化学教师学员使用分子模型学习螺旋和双环化合物

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.4

Claudia Quayson, Kwarteng Twumasi Ankrah, Ernest Koranteng, R. Hanson

{"title":"Chemistry Teacher Trainees’ use of Molecular Models in Learning Spiro and Bicyclic Compounds","authors":"Claudia Quayson, Kwarteng Twumasi Ankrah, Ernest Koranteng, R. Hanson","doi":"10.33828/sei.v33.i3.4","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.4","url":null,"abstract":"The study diagnosed chemistry teacher trainees’ difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees’ ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A t-test conducted indicated that a statistical significance difference existed between students’ performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"15 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":"128258869","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

Didactic Handout on Nature of Science: Toward Effective Teaching of Physical Science Curriculum 科学本质的教学讲义:物理科学课程的有效教学

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.6

O. Badmus, L. Jita

{"title":"Didactic Handout on Nature of Science: Toward Effective Teaching of Physical Science Curriculum","authors":"O. Badmus, L. Jita","doi":"10.33828/sei.v33.i3.6","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.6","url":null,"abstract":"The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and Assessment Policy Statement of physical science permits for teachers, fundamentally, the discretion to inculcate and incorporate Nature of Science in classroom practices. However, the usual classroom practices are far from the expectations of both curriculum experts and policy makers in the field of science education. Ambiguity, accessibility, and perceived non-domestication were three areas identified in the literature to be responsible for lack of integration aside capacity building. This manuscript provided answers to the three areas of need by traversing relevant literature on both Nature of Science and Science education with a view to aggregate and simplifies scholarly positions for easy classroom usage for teachers and educators alike. Positions were drawn from nature of science, attendant curriculum, and position of literature with respect to the locale. Literature reviewed in this manuscript avail reader’s inherent conditioning and grit to understand nature of science and its essence in science teaching and learning.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"199 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":"134375028","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 Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers’ Attitudes Toward Physics Electricity and Magnetism Laboratories 虚实混合实验室实验对职前物理教师对物理电磁学实验室态度的影响

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.7

Zemenu Mihret, Mekbib Alemu, Shimeles Assefa

{"title":"Effects of Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers’ Attitudes Toward Physics Electricity and Magnetism Laboratories","authors":"Zemenu Mihret, Mekbib Alemu, Shimeles Assefa","doi":"10.33828/sei.v33.i3.7","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.7","url":null,"abstract":"This study examined the effect of blended laboratory experiments on pre-service physics teachers’(PSPTs’) attitudes toward physics laboratories. The research design was a quasi-experimental pre-test and post-test comparing groups. Participants were 63 2nd-year PSPTs’ enrolled in a physics diploma program from three colleges of teacher education. The treatment groups performed blended and virtual laboratory experiments, whereas the comparison group conducted real laboratory experiments. Data were collected before and after intervention using a 34-item adapted attitude toward physics laboratory questionnaire with a Cronbach alpha value of 0.765. Data were analyzed using descriptive statistics, paired-sample t-test, one-way ANOVA, and Tukey post hoc comparisons. The findings revealed a statistically significant difference in mean post-test results between the treatment and comparison group. The Tukey HSD post hoc analysis revealed that the difference in mean between blended and real was statistically significant, but not on other combinations. Descriptive statistics showed slight attitudinal improvement from pre-test to post-test. This improvement was statistically significant for blended and virtual groups but not in real groups. Blending physics laboratory experiments can be used to enhance attitudes toward physics laboratories. Based on the conclusions, recommendations are made.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"338 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":"134101385","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 Image of Chemistry and a Stereotypical View on Chemists as Important Factors for a Chemistry-Related Career Choice of Students 化学形象和对化学家的刻板印象是影响学生化学相关职业选择的重要因素

Science Education International Pub Date : 2022-09-01 DOI: 10.33828/sei.v33.i3.2

Philipp Spitzer

{"title":"The Image of Chemistry and a Stereotypical View on Chemists as Important Factors for a Chemistry-Related Career Choice of Students","authors":"Philipp Spitzer","doi":"10.33828/sei.v33.i3.2","DOIUrl":"https://doi.org/10.33828/sei.v33.i3.2","url":null,"abstract":"Scientists are often described as smart and logical thinkers but lacking in the so-called “soft skills.” Well-known TV series such as “The Big Bang Theory” and “Breaking Bad” have also shaped these stereotypical ideas in society. In the present study, a total of 1013 students in grades 8 and 11 were asked about factors that influenced a chemistry-related career choice. Since interest is considered an important factor influencing the career choice, the focus of this study was placed on images and stereotypes compared with academic self-concepts. The models calculated by multiple linear regressions showed significant differences in relation to grades but insignificant in terms of school type. A chemistry-related career choice of 11th grade students was based on the image of chemistry lessons and the distance between self-description and the view of a stereotypical chemical prototype whereas in grade 8 factors such as their grade in chemistry or factors of the academic self-concept also influenced this decision. The results point out the need to promote vocational orientation in chemistry lessons. It is particularly important that students have the opportunity to form a realistic image of chemists.","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":"133926052","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

Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories 科学教师教育中的数字故事:数字故事的评价

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.13

Derya Orhan Göksün, Gülden Gürsoy

{"title":"Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories","authors":"Derya Orhan Göksün, Gülden Gürsoy","doi":"10.33828/sei.v33.i2.13","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.13","url":null,"abstract":"The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. Additionally, the study aimed to reveal differences among the aforementioned dimensions’ scores. In order to achieve this, the study’s participants attended a course on theoretical and technological process and tools implemented in digital story creation. A total of 46 digital stories were scored via a rubric and then analyzed. From the analysis, only the content dimension received a high score, whilst all other dimensions were scored at the medium level. The results revealed a significant difference among the digital storytelling dimensions, with mechanics, story structure, and use of technology dimensions negatively differentiated from content and planning. These findings support the use of digital storytelling content that is primarily based on the use of technology and basic digital storytelling principles for science teacher education programs. From this point of view, it can be strongly said that both in field education courses and for instructional technology and vocational courses, the potential for preservice teachers to graduate with having acquired higher skill levels may be realized through digital storytelling. So, teacher education programs should be supported by digital storytelling activities and instructions.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121367734","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

Panorama and Perspectives of the Teaching of Radiation and Radioactivity at the High School Level 高中辐射与放射性教学的全景与展望

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.10

Guilherme Paulino Santos Silva, N. M. Trindade

引用次数: 0

Elaboration of Practical Diagnostic Competence in Context of Students’ Conceptions on Plant Nutrition 在学生植物营养学概念语境下，实践诊断能力的培养

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.9

Malte Michelsen, Jorge Groß, J. Paul, Denis Messig

{"title":"Elaboration of Practical Diagnostic Competence in Context of Students’ Conceptions on Plant Nutrition","authors":"Malte Michelsen, Jorge Groß, J. Paul, Denis Messig","doi":"10.33828/sei.v33.i2.9","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.9","url":null,"abstract":"Dealing with students’ conceptions is one of the central elements of student-oriented teaching. In order to be able to organise learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student’s conceptions. This article presents a qualitative study (N=8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the Cognitive Metaphor Theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the Conceptual Metaphor Theory have received little attention so far. This article therefore deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodle-based digital learning environment for working with students' conceptions on the topic of plant nutrition in schools.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115226830","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 Dialogic Practical Work on Secondary School Students' Attitudes towards Physics 对话性实践作业对中学生物理态度的影响

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.11

Ewonetu Bantie Belay, Mekbib Alemu, Mesfin Tadesse

引用次数: 3

The Challenges of Providing Science Education to Disadvantaged Pupils in Nigeria 向尼日利亚弱势学生提供科学教育的挑战

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.3

O. S. Oyelekan, J. E. Upahi

{"title":"The Challenges of Providing Science Education to Disadvantaged Pupils in Nigeria","authors":"O. S. Oyelekan, J. E. Upahi","doi":"10.33828/sei.v33.i2.3","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.3","url":null,"abstract":"Disadvantaged pupils are those pupils whose ability to learn in school is impeded by their family, social or economic situations which are often times beyond their control. Without adequate intervention, there are chances that this group of pupils could drop out of school. In Nigeria, there are many categories of disadvantaged pupils into which a vast majority of pupils can be grouped. Providing science education requires a lot of resources and organisation. By its nature, the engagement of children in science education under an ideal environment is a huge task, let alone for pupils who are disadvantaged and must learn science under abnormal circumstances. The gravity of the disadvantage suffered by these pupils vary, hence, this paper focuses on two very critical groups of disadvantaged pupils in Nigeria (the pastoralist nomads and the Almajiris), and describes the challenges faced by educators in providing science education to them. The paper further presents a critical appraisal of some national and international educational programmes which are designed to assist educationally disadvantaged pupils with an intention to explore the successes and failures of such programmes within the Nigerian context. Some recommendations on how to tackle the identified challenges are proposed.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121083247","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