Science education international最新文献

{"title":"A Bibliometric Analysis of Systems Thinking Research in Science Education 1991–2022","authors":"Erkan Bozkurt","doi":"10.33828/sei.v34.i3.6","DOIUrl":"https://doi.org/10.33828/sei.v34.i3.6","url":null,"abstract":"This study aimed to exhibit a bibliometric analysis of systems thinking (ST) research in the field of science education. A total of 340 articles from 201 sources indexed in the Web of Science database in the years 1991–2022 were used in the analysis. The analysis aimed to provide a review of systems thinking research in science education by identifying the dynamics of research by presenting the periodical process, current situation, and future directions. Research on systems thinking has been acknowledged to demonstrate a significant increase in recent years. Bibliometric data prove that systems thinking research concerning studies in science education exhibits a parallel increase too. This is mainly due to UNESCO’s (2015) declaration of The Education for 2030 Framework for Action. There systems thinking was defined as a key competency among eight competencies for education for sustainable development. Correspondingly, the analysis in this study suggests that systems thinking research in science education is a lively and developing subject in the past decade.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134990285","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":"The Impact of a Policy Designed to Promote Systemic Change Related to Promotion and Tenure Decisions in STEM Promotion and Tenure Decisions","authors":"Kadir Demir, Brett Criswell","doi":"10.33828/sei.v34.i3.7","DOIUrl":"https://doi.org/10.33828/sei.v34.i3.7","url":null,"abstract":"This research study focused on understanding changes that were taking place in Promotion and Tenure (P and T) practices in eight selected institutions of higher education in the state of Georgia and examined factors, if any, that were acting as a catalyst for change. The research team used both quantitative and qualitative analyses of the P and T dossier reviews. The study did broaden our understanding of important and complex issues in higher education. The results have implications for higher education faculty and administrators as they contemplate tenure and promotion decisions and policies, and complete future research studies.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134990464","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":"Improving Science Process Skills of Students: A Review of Literature","authors":"Gidele Gizaw, Solomon Sorsa Sota","doi":"10.33828/sei.v34.i3.5","DOIUrl":"https://doi.org/10.33828/sei.v34.i3.5","url":null,"abstract":"This paper aims to review and assess the strategies available in literature to improve the practices of science process skills (SPS) among students. SPS encompasses the mental and physical activities of students in collecting and organizing information and then using the information to make predictions, explain phenomena, solve problems, understand the scientific endeavor, and learn science. Students were required to develop and use these skills in the teaching and learning process. The commonly identified and described SPS are observation, measuring, classifying, communicating, predicting, inferring, using numbers, using space/time relationship, questioning, identifying and controlling variables, hypothesizing, defining operationally, designing experiments, interpreting data, and modeling. These skills are important for students as tools for exploration and investigation of the natural world, improving academic achievements and attitudes towards science, learning science with understanding, and promoting development of mental and intellectual processes. From the literature reviewed the following strategies were recognized for the development of SPS in students: integration of SPS in curriculum materials, classroom lessons and assessments, use of instructional strategies or methods, and providing explicit instruction or training on SPS. The instructional strategies identified for enhancing SPS were student-centered teaching methods and multiple representation approaches. Student-centered teaching approaches promote the development of SPS in students by engaging them in mind-on and hand-on activities. Multiple representation approaches involve presenting lessons by using a combination of various teaching methods or various media in the same lesson and are found important for SPS development in students. Therefore, it was recommended to use these strategies for developing SPS to attain science education goals.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134990286","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":"Competency of Teachers and Laboratory Environment in an Online Setting as Predictors of Science Process Skills of Students: A Convergent Design","authors":"Girlie Mae Zabala, Avee Joy Dayaganon","doi":"10.33828/sei.v34.i3.4","DOIUrl":"https://doi.org/10.33828/sei.v34.i3.4","url":null,"abstract":"This study determined the influence of the competency of teachers and the laboratory environment in an online setting on the students’ science process skills using mixed methods approach-convergent design. Participants of the study were 2nd year students from different Higher Education Institutions in Region XI, Philippines. Further, to gather data relative to the research questions, the researcher used adapted survey tools and an interview guide. Results showed that students always observed the competence of their teachers, with a favorable laboratory environment in an online setting leading to the acquisition of science process skills. Furthermore, regarding the relationship of variables, the study revealed that the competency of teachers did not have a significant relationship with students’ science process skills. At the same time, there was a considerable correlation between the laboratory environment in an online setting and students’ science process skills. The students’ lived experiences in acquiring science process skills formed essential themes. Moreover, there was a merging-converging nature of the competency of teachers and the laboratory environment in an online setting and a merging-diverging character on students’ science process skills and significant influence of the variables under study. Results of the study will help the teachers identify the factors that can affect the acquisition of science process skills of students in an online learning environment and develop intervention programs to ensure globally competitive graduates. It is further believed that this study will benefit the institution, teachers, and most especially the students who were the main reason for the teaching and learning process. Hence, future studies may be conducted by academic scholars or researchers based on the information gathered from this research. Areas of interest can be other factors that affect the students’ acquisition of science process skills and utilize a comparative study involving different courses with chemistry laboratory subjects.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134990463","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":"Integration of Technology into Science Teaching: A Phenomenological Study on the Experiences of the Pre-service Teachers","authors":"Esra Kabataş Memiş, Sümeyra Zeynep Et, Elif Sönmez","doi":"10.33828/sei.v34.i3.1","DOIUrl":"https://doi.org/10.33828/sei.v34.i3.1","url":null,"abstract":"Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made it necessary for today’s individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning environments that require the use of technology undoubtedly play a key role in raising individuals with technological skills. In this direction, the aim of this research is to study the experiences of pre-service science teachers related to the use of technology within the scope of a course. In this qualitative research, a phenomenological methodology was used to reveal the understandings of preservice science teachers on the experience of integrating technological applications into science teaching. In this context, in-depth semi-structured interviews were conducted with 10 pre-service teachers, about their experiences. As a result of the inductive content analysis, the following four themes, which reflect how the participants interpret the integration of technology in science teaching, were determined in line with the experiences of the participants: The technological tools used in the learning environment and why they are preferred, the necessity of the technological knowledge in the teaching profession, the necessity of the use of technology in the learning environment, and the characteristics of a qualified teacher. Based on the results, the practices for teacher education in the integration of technology in science teaching were discussed.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991000","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":"The Cognitive-affective Distinction in Achievement Goal: The Development and Validation of the Achievement Questionnaire for Biology Learning","authors":"Cennet Elmas, Bahattin Deniz Altunoglu","doi":"10.33828/sei.v34.i3.2","DOIUrl":"https://doi.org/10.33828/sei.v34.i3.2","url":null,"abstract":"K-8 science teacher candidates often struggle with the difficult learning tasks in multiple science courses in their teacher-training program. One of the major parts of these science courses is biology. Student learning in biology depends on their motivational and affective variables as much as their cognitive abilities. As one of the theories of motivation, the achievement goal theory seeks how individuals pursue academic study by focusing on mastery or performance goals. In addition to goal settings, achievement emotions also influence learners’ academic performance. The authors suggested a theoretical model integrating achievement emotions into the construct of achievement goal theory. The present study has potential provide more insight into individual differences in goal preferences. This model was examined with K-8 science teacher candidates (n = 581). To test the theoretical model, the “Achievement Goal Questionnaire for Biology Learning” (AGQ-BL) was devised. According to the theoretical model, the AGQ-BL consisted of six subscales which are Mastery Goals-(affective-cognitive), Performance Goals-Approach (Affective-Cognitive), and Performance Goals Avoidance-(affective-cognitive). The explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to verify the construct validity of the AGQ-BL. The results of EFA showed and CFA confirmed that the AGQ-BL was composed of six factors, as proposed by the theoretical framework. Internal consistency of the subscales of the AGQ-BL computed by Cronbach’s alpha revealed high reliability for each. This study empirically demonstrated the integration of cognitive and emotional goals in achievement settings regarding biology learning. Thus, it can be asserted achievement goals’ structure could have more predictive potential on affective and cognitive variables in biology education.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991028","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":"Enhancing Bhutanese Students’ Views of the Nature of Science in Matter and its Composition and Study of Gas Laws through an Explicit and Reflective Approach","authors":"Pabi Maya Das, Chatree Faikhamta, Vittaya Punsuvon","doi":"10.33828/sei.v29.i1.3","DOIUrl":"https://doi.org/10.33828/sei.v29.i1.3","url":null,"abstract":"This study investigated the development of Bhutanese students’ views of the nature of science (NOS) as they engaged in an explicit and reflective approach. Seven aspects of NOS were integrated into the chemistry content in two learning units titled “matter and its composition” and “study of gas laws” over a time span of 6 weeks in a 9th Grade class. This study employed mixed method approaches which included the use of a questionnaire, semi-structured interviews, classroom observations, and a review of students’ journals, and assignments. Data were analyzed for established patterns and themes. Students’ views of the NOS in pre-instruction and post-instruction were categorized as naïve, transitional, or informed. The results indicated that at the end of the intervention, students’ views of the NOS had improved. It was seen that NOS-specific pedagogical knowledge and subject knowledge played an important role in the teacher’s ability to enhance students’ views of the NOS.","PeriodicalId":484875,"journal":{"name":"Science education international","volume":"29 1","pages":"20-28"},"PeriodicalIF":0.0,"publicationDate":"2018-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"http://www.icaseonline.net/journal/index.php/sei/article/download/35/218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147889837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}