Science Education International最新文献_第6页

The Effectiveness of POGIL on High School Student Chemistry End-of-Course Exams POGIL在高中生化学期末考试中的效果

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.5

L. Mata

引用次数: 1

Modelling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts 建模作为提高第二语言学习者对非自发化学概念描述的工具

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.6

Lizette Widing, P. Nilsson, Pernilla Granklint Enochson

{"title":"Modelling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts","authors":"Lizette Widing, P. Nilsson, Pernilla Granklint Enochson","doi":"10.33828/sei.v33.i2.6","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.6","url":null,"abstract":"This study investigated how modelling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n=16) second language learners and (n=14) first language learners. There were in total eight different first languages represented. Data comprised of polymeric concept descriptions, audio recordings, and photos taken during modelling. The concept descriptions were analysed by an inductive content analysis which was then used for a deductive analysis of the modelling-activity. The results show that 65% of second language learners’ concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modelling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modelling-activity. As such, the study acknowledges that modelling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.","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":"123427243","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 Using Different Teaching Methods on High-Level Skills in Science Lessons 不同教学方法对科学课高水平技能培养的影响

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.2

Uluhan Kurt, Fatih Sezek

{"title":"The Effect of Using Different Teaching Methods on High-Level Skills in Science Lessons","authors":"Uluhan Kurt, Fatih Sezek","doi":"10.33828/sei.v33.i2.2","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.2","url":null,"abstract":"The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills and academic achievements after the ‘Cell and Divisions’ and ‘Force and Energy’ units have been processed according to different teaching methods. Also, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem Based Learning, Peer Instruction, Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test and Academic Achievement Tests were used. As a result of the analyzes made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"256 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":"115277094","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

The Effect of Problem-based STEM Education on the Students’ Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills 问题型STEM教育对学生批判性思维倾向及问题解决能力认知的影响

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.1

İrfan Topsakal, Sema Altun Yalçın, Zehra Çakır

{"title":"The Effect of Problem-based STEM Education on the Students’ Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills","authors":"İrfan Topsakal, Sema Altun Yalçın, Zehra Çakır","doi":"10.33828/sei.v33.i2.1","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.1","url":null,"abstract":"This research aimed to explore the effect of problem-based STEM activities on middle school students’ perceptions related to problem-solving skills and their critical thinking tendencies. The sample consisted of 81 students. A mixed method was employed in the research. The quantitative data collection tools were the ‘Critical Thinking Tendency Scale’ and ‘The Perception Scale for Problem Solving Skill’. The qualitative tools were a Semi-structured Interview Form and Experience diaries developed by the researcher considering the quantitative scales. While the quantitative data, obtained in the research, were analysed with one-way ANOVA, the statistical method; and the qualitative data were analysed with the content analysis. At the end of the research, a significant difference was detected in favour of experimental groups in the students' perceptions of their problem-solving skills and critical thinking tendencies. On the other hand, in the qualitative results, it was reported that the problem-based STEM education created a positive effect as cognitive maturity and innovativeness in the students' feelings, thought and behaviours. It was concluded that the students used the inter-disciplinary knowledge with the problem-based STEM activities; found the problem solving, understanding the problem and working with their friends favourably. According to these results, it can be claimed that STEM education is highly effective in developing the skills that are expected from individuals in the 21st century such as problem-solving, critical thinking, social interaction.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"14 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":"126383747","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: 8

Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems 环境问题背景下，运用翻转学习方法培养准科学教师对化学知识的运用

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.7

B. Candaş, Zeynep Kiryak, Haluk Özmen

{"title":"Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems","authors":"B. Candaş, Zeynep Kiryak, Haluk Özmen","doi":"10.33828/sei.v33.i2.7","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.7","url":null,"abstract":"This study aimed to investigate the effect of the analytical chemistry laboratory course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' meaningful understanding and interpretation of knowledge in the context of the environment. 73 second grade prospective science teachers (PSTs) participated in this action research, and the interventions lasted for thirteen weeks. The analytical chemistry laboratory (ACL) course was reorganized by replacing the traditional laboratory approach with the FL approach that established the context with the environment. The data were obtained through a conceptual understanding test (CUT) which was developed by the researchers, which consisted of five open-ended questions. The CUT was used as a pre-test and post-test along with an interview form. Results showed that the reorganization of the traditional laboratory course in accordance with the nature of action research and its integration with the flipped learning approach had a positive effect on the prospective teachers’ learning and opinions about the course. Also, it was determined that PSTs’ interpretation ability related to environmental problems in the chemical dimension improved significantly. However, despite this increase, it was concluded that they could not reach a sufficient level in terms of producing solutions to environmental problems. Considering that the effectiveness of FL practices both teaching subjects and environmental problems in ACL course, it is thought to be beneficial to use this approach in another laboratory course.","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":"121640422","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

The use of Collaborative Approaches on Students’ Performances in Redox Reactions 合作方法对学生氧化还原反应表现的影响

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.4

F. Adjei, R. Hanson, A. Sam, S. Sedegah

{"title":"The use of Collaborative Approaches on Students’ Performances in Redox Reactions","authors":"F. Adjei, R. Hanson, A. Sam, S. Sedegah","doi":"10.33828/sei.v33.i2.4","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.4","url":null,"abstract":"This study investigated the use of collaborative instructional approaches on Form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organised for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach-Alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control group. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"105 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":"125723213","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

Ethnozoological Knowledge about Aquatic Mammals in Public Schools: Proposals for an Intercultural Teaching of Science 公立学校水生哺乳动物的民族动物学知识:跨文化科学教学的建议

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.8

A. Rodrigues, Gabriel Melo-Santos, G. Baptista, Jairo Robles-Piñeros, Maria L. da Silva

{"title":"Ethnozoological Knowledge about Aquatic Mammals in Public Schools: Proposals for an Intercultural Teaching of Science","authors":"A. Rodrigues, Gabriel Melo-Santos, G. Baptista, Jairo Robles-Piñeros, Maria L. da Silva","doi":"10.33828/sei.v33.i2.8","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.8","url":null,"abstract":"This study assessed the knowledge, feelings, and life experiences of students in public middle schools in the Brazilian Amazon towards aquatic mammals by applying semi-structured interviews, with a qualitative-quantitative approach. A total of 241 students, from all genders, aged between 12 and 14 years old, from four public schools of Pará State were interviewed. The data were transcribed and analyzed in an inductive way, in dialogue with the literature of scientific education and ethnozoology. This methodology was developed and validated during the doctorate research of the first author of this paper. The students showed a rich knowledge, feelings, and life experiences regarding the Amazonian aquatic mammals, those related to biological, morphological, behavioral, ecological, and taxonomic aspects, as well as the threat to these species. The research reveals the need for schools of the region to develop and use didactic resources and strategies for intercultural dialogue in science classes, favoring the development of reflective attitudes in students and promoting decision-making favorable to the conservation of aquatic mammals.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"65 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":"126295123","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

Students’ Perception on Web-Based Technology in Teaching Biology in College of Education 教育学院生物教学中学生对网络技术的认知

Science Education International Pub Date : 2022-06-01 DOI: 10.33828/sei.v33.i2.12

Ik, J. Parker

{"title":"Students’ Perception on Web-Based Technology in Teaching Biology in College of Education","authors":"Ik, J. Parker","doi":"10.33828/sei.v33.i2.12","DOIUrl":"https://doi.org/10.33828/sei.v33.i2.12","url":null,"abstract":"The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analysed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students’ understanding in biology concepts, stimulated students’ interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualised learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"63 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":"123267394","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

Improving Pre-service Science Teachers’ Performance in Nomenclature of Aliphatic Hydrocarbons using Flipped Classroom Instruction 运用翻转课堂教学提高职前科学教师在脂肪族烃命名方面的表现

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.11

E. Oppong, F. Quansah, Solomon Boachhie

{"title":"Improving Pre-service Science Teachers’ Performance in Nomenclature of Aliphatic Hydrocarbons using Flipped Classroom Instruction","authors":"E. Oppong, F. Quansah, Solomon Boachhie","doi":"10.33828/sei.v33.i1.11","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.11","url":null,"abstract":"This paper reports on a study that sought to improve pre-service science teachers’ performance in the International Union of Pure and Applied Chemistry (IUPAC) nomenclature of aliphatic hydrocarbons using flipped classroom instructional approach (FCA). The study employed a single group pre- and post-test action research design. The sample size consisted of forty-five (45) 1st year pre-service science teachers of Foso College of Education (FOSCO) taking the Introduction to Organic Chemistry I course. A purposive sampling technique of the non-probability sampling procedure was used to select the pre-service science teachers in an intact class. Pre-Service Science Teachers’ Hydrocarbon Concept Diagnostic Test and Pre-Service Science Teachers’ Hydrocarbon Concept Achievement Test were the research instruments used to collect the data. The instruments were pilot-tested at St. Ambrose College of Education and the reliability index found to be 0.75 for the pre-intervention test and 0.78 for the post-intervention test. After 9 weeks of engaging pre-service science teachers through in-class face-to-face activities and out-of-class online interaction of teaching and learning IUPAC nomenclature of aliphatic hydrocarbons, it came to light that pre-service science teachers’ performance had improved greatly after they have been exposed to FCA as an intervention strategy. It was recommended that College of Education chemistry tutors should adopt newly interactive and innovative instructional strategies such as the FCA so as to help pre-service science teachers overcome challenging chemical concepts like the IUPAC nomenclature and other difficult chemistry concepts in and out of colleges or schools.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128974933","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: 3

Incorporating Quantum Number Characteristics in the Pictorial Representations of the Atomic Structure: Consistency Issues and Students’ Relevant Profiles 在原子结构的图形表示中结合量子数特征:一致性问题和学生的相关概况

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.10

N. Zarkadis, George Papageorgiou, Angelos Markos

{"title":"Incorporating Quantum Number Characteristics in the Pictorial Representations of the Atomic Structure: Consistency Issues and Students’ Relevant Profiles","authors":"N. Zarkadis, George Papageorgiou, Angelos Markos","doi":"10.33828/sei.v33.i1.10","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.10","url":null,"abstract":"The main purpose of this study was to investigate the consistency of pictorial representations of the atomic structure drawn by students on the basis of particular quantum numbers’ characteristics. Participants were 192 students of the 12th grade of secondary Greek schools. This study’s instrument, a paper-and-pencil assessment tool, included four open-ended tasks. In each one of the four tasks, students were asked to draw representations of the atomic structure under two specific conditions concerning particular quantum numbers’ values. Results indicated the existence of a consistency between pictorial representations, providing indications that this kind of representation could be used as a consistent tool in order to study students’ understanding of the contribution of quantum number characteristics in the configuration of the atomic structure. Furthermore Latent Class Analysis revealed distinct student profiles indicating how this consistency is distributed across the sample and emerging student classes that have problems in conceptualizing the characteristics of the first and fourth quantum numbers. Implications for science education are discussed.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131099846","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