Science Education International最新文献_第7页

A Comparative Study of Upper Secondary School Biology Curricula in Two Countries: Finland and Nigeria 芬兰和尼日利亚两国高中生物课程比较研究

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.4

E. Nwoke, Anna Uitto, J. Lavonen

{"title":"A Comparative Study of Upper Secondary School Biology Curricula in Two Countries: Finland and Nigeria","authors":"E. Nwoke, Anna Uitto, J. Lavonen","doi":"10.33828/sei.v33.i1.4","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.4","url":null,"abstract":"Scientific literacy (SL) has been recognized as the main goal of science curricula documents around the world; however, comparative international curriculum research is limited, especially with Western and African countries. To fill this gap, this study aimed to compare the coverage of SL competencies with the components of knowledge, attitudes, and contexts in the upper secondary school biology curricula of Finland and Nigeria. Content analysis was used as a method and a modified version of the SL framework of the Programme for International Student Assessment 2015 (OECD, 2016) was used to analyze the curricula. The results revealed that both curricula contain the main components of SL defined in the framework, scientific knowledge being the most prominent, followed by scientific competencies. Both curricula laid less emphasis on the interpretation competency and attitudes to science component. The curricula differed in the amount of attention paid to the different areas of SL components. The Finnish curriculum focused more on content knowledge, explaining phenomena scientifically and frontiers of science and technology, while in the Nigerian curriculum procedural knowledge, evaluation and design of scientific enquiry and natural resources as context were more emphasized. The results of this study are not only important to the European and African continents but to other parts of the world for the promotion SL in schools, also the findings reinforce the call on curriculum planners and science educators to ensure equal coverage of all the dimensions of SL in the school science curriculum if the next generation of the world is to be scientifically literate.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"10 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":"125892604","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

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation 基于探究的主要亚原子粒子教学:提高高中生的学习成绩和学习动机

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.8

Nursen Azizoğlu, Bülent Pekdağ, Ayberk Bostan Sarıoğlan, G. Kuzucu

{"title":"An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation","authors":"Nursen Azizoğlu, Bülent Pekdağ, Ayberk Bostan Sarıoğlan, G. Kuzucu","doi":"10.33828/sei.v33.i1.8","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.8","url":null,"abstract":"In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students’ learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"37 4 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":"125025447","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

Evaluation of Skill-based Questions According to Science Education Teachers in Turkey 土耳其科学教育教师对技能问题的评价

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.13

Ahmet Volkan Yuzuak, Recep Recepkethüda

引用次数: 0

The Impact of Pre-service Teachers’ Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons 职前教师的教学信念对研究性科学教学的影响:有效的研究性科学课程的无声对抗者

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.12

Witchayda Nawanidbumrung, Sara Samiphak, Noriyuki Inoue

{"title":"The Impact of Pre-service Teachers’ Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons","authors":"Witchayda Nawanidbumrung, Sara Samiphak, Noriyuki Inoue","doi":"10.33828/sei.v33.i1.12","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.12","url":null,"abstract":"Teachers’ beliefs are strong predictors of their practices. They guide how teachers understand the implementation of effective inquiry-based lessons. The cross-case analysis indicated that the fundamental problems observed in many Thai pre-service science teachers’ classroom inquiries stemmed from their beliefs on teaching science. Although the teachers agreed on the importance of having students engage in scientific inquiry through hands-on activities, they believed that its purpose was to help students’ sense-making of what the teachers told them. They believed an emphasis should be placed on asking as many knowledge questions as they would like, providing answers, giving procedural instructions to students, and offering specifics of what students should observe in the hands-on activities. The teachers believed that these were effective avenues to help students gain scientific knowledge in terms of concrete experiences. The observed lessons evidenced that teachers failed to elicit students’ interest, curiosity, and engagement in inquiry lessons. This study suggests that pre-service teachers’ benefits from being provided with real-world opportunities to reflect on their educational beliefs and get suitable supports to transform their beliefs for delivering inquiry-based science lessons.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"56 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":"123854379","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

Exploring German Secondary School Students’ Conceptual Knowledge of Density 德国中学生对密度概念知识的探索

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.9

Tim Zenger, P. Bitzenbauer

引用次数: 4

Impact of Research- and Assessment-based Instructional Modes on the Achievement of Senior High School Students in Selected Chemistry Topics 研究型与评价型教学模式对高中生化学专题学习成绩的影响

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.6

J. Opateye, D. Ewim

{"title":"Impact of Research- and Assessment-based Instructional Modes on the Achievement of Senior High School Students in Selected Chemistry Topics","authors":"J. Opateye, D. Ewim","doi":"10.33828/sei.v33.i1.6","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.6","url":null,"abstract":"This research focused on the impact of research- and assessment-based instruction on senior high school students’ achievement in selected chemistry topics. A 3 × 2 × 2 pre-test and post-test control group in a quasi-experimental research design was used on a population of Grade 11 chemistry students in Ojo Local Government Area of Lagos state. Two schools (one public and one private) were randomly assigned to each of the treatments. A sample of 240 chemistry students was used. Three research questions were answered and five hypotheses were tested. The reliability coefficient of the “Chemistry achievement test” was found to be 0.770 using the Kuder–Richardson Formula 20. Research-based, assessment-based, and conventional instruction manuals were also developed. The data collected were analyzed using descriptive statistics and analysis of covariance. It was found that the impact of assessment- and research-based instruction on senior high school students’ achievement in the selected topics was significant (F (2,227) = 49.214, p < 0.050). It was also found that the students exposed to the assessment-based instructional mode had a higher achievement than those in the research-based and conventional groups. Male chemistry students were found to benefit more than the female students after being exposed to research- and assessment-based instructional modes. It is, therefore, recommended that assessment- and research-based instructional modes be used to teach the selected chemistry topics to enhance effective learning.","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":"129490009","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

Effect of STEM Designed Activities on Academic Achievement of 7th Grade Elementary School Students in Force and Energy Unit STEM设计活动对力与能单元七年级小学生学业成绩的影响

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.2

Ercan Sayılgan, A. Akkuş, Bekir Yıldırım

{"title":"Effect of STEM Designed Activities on Academic Achievement of 7th Grade Elementary School Students in Force and Energy Unit","authors":"Ercan Sayılgan, A. Akkuş, Bekir Yıldırım","doi":"10.33828/sei.v33.i1.2","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.2","url":null,"abstract":"The purpose of this study was to examine the effect of STEM designed activities on academic achievement of 7th grade elementary school students in work and energy unit. For that purpose, four STEM activities were chosen to be implemented in the work and energy unit. Semi-experimental research design was utilized for the research. Two different classrooms were chosen randomly as control and STEM group. 19 students were in the control group and 21 students in the STEM group. Both classrooms were instructed by the same teacher with the same instruction time. The only difference between the groups was the STEM integrated activities. Initial analyzes revealed that there was no statistically significant difference between the groups in terms of academic knowledge level prior the study. After implementing the STEM activities for the STEM group, statistical analyzes revealed that there was a statistical positive difference in favor of the STEM group. After a month, posttest was administered to STEM group in order to determine the retention level of the students. Analyzes revealed that there was no statistically significant difference between control group and STEM group. Analyzes revealed that there was no statistically significant difference between boys and girls in STEM group. It was concluded by the study that in the long-term STEM integrated curricula would benefit elementary science students and would decrease the gender gap in STEM related areas.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"5 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":"129796686","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

Investigating the Relationship of Gifted Students’ Perceptions Regarding Science Learning Environment and Motivation for Science Learning with their Intellectual Risk Taking and Science Achievement 资优学生科学学习环境知觉、科学学习动机与智力冒险和科学成就的关系研究

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.1

Emine Akdağ, M. Köksal

{"title":"Investigating the Relationship of Gifted Students’ Perceptions Regarding Science Learning Environment and Motivation for Science Learning with their Intellectual Risk Taking and Science Achievement","authors":"Emine Akdağ, M. Köksal","doi":"10.33828/sei.v33.i1.1","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.1","url":null,"abstract":"The purpose of this research was to examine relationship between the eighth-grade gifted students’ perceptions of science learning environment constructive learning environment perception (CLEP) and their motivations motivation to learn science (MLS) to learn science with their intellectual risk-taking (IRT) and science achievement (SA). For this purpose, the predictive research method was chosen. The sample consisted of 133 8th grade gifted students in Science and Art Centers in nine provinces of Turkey. The data collectioninstruments involved “IRT Scale,” “Motivational Strategies for Learning Questionnaire,” “Constructivist Learning Environment Scale,” and “SA Test.” In the research, path analysis was used to determine causal relationships between these variables. As a result of the analyzes, it was determined that CLEP predicted IRT and SA, MLS significantly predicted IRT in learning science and SA and IRT in learning science predicted SA. The findings were discussed by considering their importance for teaching and learning science in gifted education context.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"62 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":"130258491","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

Scientific Argumentation The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11th Students: The Role of Logical Thinking 高二化学学科学生科学论证能力水平:逻辑思维的作用

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.7

Batoul AL-Ajmi, Abdulla K. Ambusaidi

{"title":"Scientific Argumentation The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11th Students: The Role of Logical Thinking","authors":"Batoul AL-Ajmi, Abdulla K. Ambusaidi","doi":"10.33828/sei.v33.i1.7","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.7","url":null,"abstract":"This study aimed at identifying the level of scientific argumentation skills in chemistry subject among Omani Grade 11th students and the effects of their logical thinking skills and gender on this level. The study sample consisted of (400) male and female students selected purposely from one educational region in Oman. The study’s instruments consisted of “Scientific Argumentation Skills Test” and “Logical Thinking Test.” The study results revealed that the level of grade 11th students was moderate in argumentation skills and was low in logical thinking. In addition, there were statistically significant differences at (ρ < 0.05) in scientific argumentation skills level due to gender in favor of female students. It also showed significant differences in logical thinking variable in favor of students with abstract thinking, and in the interaction between gender and logical thinking in argumentation level in favor of female abstract thinking. The study is important for Omani chemistry teachers because it gives an overview of the level of scientific argumentation skills and logical thinking skills among their students, which then helps the teachers in determining the next steps of the learning process by adopting appropriate teaching strategies.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"6 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":"126645550","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

Conceptual Knowledge, Experiences, and Sources of Information Secondary School Students Have About Owls 中学生关于猫头鹰的概念知识、经验和信息来源

Science Education International Pub Date : 2022-03-01 DOI: 10.33828/sei.v33.i1.5

M. Doğru

{"title":"Conceptual Knowledge, Experiences, and Sources of Information Secondary School Students Have About Owls","authors":"M. Doğru","doi":"10.33828/sei.v33.i1.5","DOIUrl":"https://doi.org/10.33828/sei.v33.i1.5","url":null,"abstract":"This study examined the level of knowledge the students had about owls by means of drawings and written answers. In the interviews, the students in the lower grades were found to have more limited information and less biological literacy than the ones in the upper grades. The aim was to determine students’ knowledge, experience, and sources of information about owls, and then to determine how useful they were by comparing information obtained from drawings and written answers to previous research conducted with students. A total of 878 students in the sixth and seventh grades in Turkey participated in the research. The students were familiar with certain characteristics of owls. The drawings provided clearer information about body parts and proportions, while the specific habitats, behaviors, and feeding of owls were expressed in more detail in the written responses. The students without any experience with owls were inadequate in reporting information about owls. When the frequencies of responses in the general concept categories about owls were compared, it was found that the use of drawings and written answers was equally beneficial for upper and lower grade students. It would be better to determine the views and sources of information of secondary school students through drawings and written answers to assess whether they have understood the concepts related to science subjects.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"9 36 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":"133393596","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