Science Education International最新文献

{"title":"Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions","authors":"Kevser Arslan, Mehtap Yildrim","doi":"10.33828/sei.v32.i4.6","DOIUrl":"https://doi.org/10.33828/sei.v32.i4.6","url":null,"abstract":"This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade ‘World of Living’ unit, which was carried out by using the materials created with web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pretest and posttest control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the posttest academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, results from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127751503","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}

{"title":"Scientific Practices in Science Education Publications: An Analysis of Research Contexts","authors":"S. Costa, F. Broietti","doi":"10.33828/sei.v32.i4.1","DOIUrl":"https://doi.org/10.33828/sei.v32.i4.1","url":null,"abstract":"Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the last decade is relevant. Thus, 44 articles from international journals in Science Education in the last decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: I) To identify in which contexts the authors carried out research involving Scientific Practices and II) To critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122129919","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}

{"title":"Effects of Mobile Learning Science Course on Students’ Academic Achievement and Their Opinions about the Course","authors":"Mirac Furkan Bayar, Uluhan Kurt","doi":"10.33828/SEI.V32.I3.9","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.9","url":null,"abstract":"The aim of this research was to investigate the effect of mobile learning on students’ academic achievements and their opinions about the course. This research was a mixed study where both quantitative and qualitative methods were used together. The quantitative part of the study used quasi-experimental models in a pre-test/post-test design according to the patterned paired control group. In the qualitative part, a semi-structured interview method was used from descriptive models. The study group consisted of 28 students studying in the 8th grade of a state secondary school in the Pasinler district of Erzurum province of Turkey in the 2018-2019 academic year. The study lasted approximately six weeks. As a result of the study, it was observed that there was a positive increase in academic achievement in favor of the experimental group of students. Moreover, although there were differences of opinion among the students, a large majority declared that the mobile supported learning increased their interest towards the course. Recommendations are made based on this research.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128363419","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}

{"title":"Investigation of the Interaction of Students’ Mental Models with Peer Instructional Elements in an Undergraduate Physics Course","authors":"N. D. Körhasan","doi":"10.33828/SEI.V32.I3.5","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.5","url":null,"abstract":"Peer Instruction (PI) involves interaction between students and provides opportunities for students to reveal their own ideas, articulate their thinking, and facilitate construction of their knowledge with social interaction. Since the classroom environment of PI provides a rich information for students to discuss scientific phenomena, this research examined how students’ mental models interacted with Peer Instructional elements in an undergraduate level physics course. After the identification of students’ mental models of wave-particle duality in the first step of the project, the analyses of several data sources showed that some group-related issues, such as the explanatory based annotations before classes, good performance answering conceptual questions and discussion of additional concepts during classes, were important for scientific understanding. When students have similar group environments (i.e., peers in the same group), then individual pre-class preparation had a positive influence on students' scientific mental models of wave-particle duality. In addition, students having scientific models indicated that the satisfaction with their knowledge and the importance of conflict with their peers for their learning. All students in the classroom stated they benefited from peer discussions in different ways such as by recalling and reinforcing their knowledge, by getting feedback, and by reconstructing their knowledge. Both pre-class preparation and discussion of additional concepts and conflicting ideas in peer groups should be promoted in physics classes for facilitation of construction of scientific mental models.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130917024","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}

{"title":"Chemical security in Somalia: An assessment survey about the chemical safety and security status in Somalia","authors":"Abdolahi Mohamed Adawe","doi":"10.33828/SEI.V32.I3.1","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.1","url":null,"abstract":"Chemicals used in academic teaching laboratories, research institutions, and industrial facilities are mostly dual-use chemicals. They provide many desired benefits but at the same time may cause adverse effects to human health and environments. In the case of Somalia, there are gaps in terms of chemical security awareness and implementations, and this has resulted in terrorist attack involving dual-use chemicals. To fill this gap, over the past five years, the Somali Chemical Society has conducted chemical security training for chemical security practitioners from both academia and industry. These training sessions have uncovered a lack of basic knowledge among chemical practitioners about chemical safety and security. The aim of this study was to assess the safety and security systems in Somalia. The research method was an investigative survey to explore information related to the chemical safety and security systems in Somalia. The study was conducted with 20 universities in the country to evaluate their understanding of chemical safety and security. The questionnaire was answered by chemistry lecturers, university students, laboratory managers, and government lab personnel. One hundred and ten participants were selected through cluster sampling. Data were collected through a closed ended questionnaire. the reliability of the study resulted Cronbach’s Alpha coefficient of .933.  A noteworthy finding indicated that the chemical safety and security status in Somalia was inadequate, and coordinated efforts by all stakeholders including Government, university leaders, and scientists from different disciplines are urgently needed for effective reforming of chemical safety and security in Somalia.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115819701","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}

{"title":"Values Education in Science Lessons with Activities: Responsibility Value","authors":"Havva Yaman, Burcu Anılan","doi":"10.33828/SEI.V32.I3.7","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.7","url":null,"abstract":"This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form were used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs.  Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117340848","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}

{"title":"Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand","authors":"Nattakit Sawadthaisong","doi":"10.33828/SEI.V32.I3.11","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.11","url":null,"abstract":"The main purpose of this research was to develop a paradigm, pattern, and mechanism for the professional development of science teachers in area networks that was consistent with the needs of educational institutions according to the key priority agenda for development. The target groups used in this study were teacher production institutions and educational institutions in the northeastern region of Thailand. Research tools included data collection forms and questionnaires. The collected data were analyzed by standard statistical methods, including frequency, percentage, mean, standard deviation, priority need index (PNI), and content analysis. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (SP), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development. The way forward is to form a professional learning community using a cooperation network in a school which acts as a mechanism to drive policies for cooperative practice. Recommendations are offered as a result of this study. \u0000The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (PS), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127497101","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}

{"title":"Science Process Skills in the Greek Primary School Science Textbooks","authors":"Andriani Sideri, Michael Skoumios","doi":"10.33828/SEI.V32.I3.6","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.6","url":null,"abstract":"Science process skills play an essential role in science education. The research assessing these skills in school science textbooks is limited. The aim of the current study was to examine the involvement of science process skills in the content of science school textbooks of the last two primary school grades in Greece. A specific analysis framework was adopted, based on 534 activities included in the two textbooks. It was concluded that the activities included in the two textbooks mainly involved the skills of communicating, observing, and inferring, while the involvement of the remaining science process skills was particularly limited. Therefore, the school textbooks fail to provide students satisfactory opportunities to engage in science process skills and facilitate a better understanding of sciences ideas and concepts. The findings of this study provide information about some strengths and weaknesses of the science textbooks that could be used by teachers in planning for teaching.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114646200","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}

{"title":"Online Simulators for the Teaching of the Law of Conservation of Matter and Chemical Reactions in High School","authors":"Adolfo V. Obaya, Yvonne Rodríguez Barocio, Y. V. Rodríguez","doi":"10.33828/SEI.V32.I3.4","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.4","url":null,"abstract":"It is imperative that a profound transformation be carried out in the traditional way in which we teach science subjects, so it is necessary that the role of student change from being a mere recipient of information to being the main player in the construction of his knowledge. One of the strategies to achieve this is to make use of ICT, within which are educational simulators, as a support resource to facilitate the teaching-learning processes taught in the classroom. The didactic strategy developed in this work was carried out with the PhET (https://phet.colorado.edu) simulator was used to improve the teaching of the Law of Conservation of the Matter and its relationship with chemical reactions. To evaluate the learning acquired by students, the Hake factor was determined. In terms of the implementation of this didactic strategy, students demonstrated greater recognition, understanding, and appropriation of the knowledge gained about the importance of this law in chemical reactions. This teaching strategy is useful for higher middle-level schools that do not have a school science lab.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131089315","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}

{"title":"Examining the Views of Preservice Science Teachers on Creating Concept Maps","authors":"Tuba Demirci, Esra Kabataş Memiş","doi":"10.33828/SEI.V32.I3.10","DOIUrl":"https://doi.org/10.33828/SEI.V32.I3.10","url":null,"abstract":"This study aimed to examine the views of preservice science teachers on concept map use in a General Chemistry II class. The study was conducted with 47 preservice science teachers. In the study, an interview form grounded on determining their views on concept maps and comprised of open-ended questions, was used as the data collection tool. In analysis of the data acquired, content analysis was performed. As a result of the analysis of the data, the preservice teachers expressed positive views on concept map use. They stated that it might contribute to their learning and increase the permanence of the knowledge learned. Also, they reported that they liked creating concept maps and among the concept map types they usually chose to create hierarchical concept maps. Most of the preservice teachers stated that they had to know the subject related to the concept map very well in order to create concept maps more easily, otherwise they might have a difficulty in the concept map creation process and thus concept maps should generally be used after a lecture. In addition the preservice teachers stated that they intended to use concept maps in their teaching experience. As a result, before concept maps are used in teaching, it is recommended to inform students about the creation of concept maps, to use them for re-purpose in teaching activities, and to include activities containing concept maps in textbooks.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126510927","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}