Eurasian Journal of Science and Environmental Education最新文献

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Predicting affective and cognitive learning outcomes: A quantitative analysis using climate change vectors 预测情感和认知学习成果：利用气候变化向量进行定量分析

Eurasian Journal of Science and Environmental Education Pub Date : 2024-03-25 DOI: 10.30935/ejsee/14405

U. Ofem, Esther Chidirem Nworgwugwu, S. V. Ovat, Pualina Mbua Anake, N. N. Anyin, Maryrose Ify Udeh, Roseline Anyiopi Undie

{"title":"Predicting affective and cognitive learning outcomes: A quantitative analysis using climate change vectors","authors":"U. Ofem, Esther Chidirem Nworgwugwu, S. V. Ovat, Pualina Mbua Anake, N. N. Anyin, Maryrose Ify Udeh, Roseline Anyiopi Undie","doi":"10.30935/ejsee/14405","DOIUrl":"https://doi.org/10.30935/ejsee/14405","url":null,"abstract":"Recent changes in the atmospheric conditions have exerted a lot of pressure on the surface of the earth causing attitudinal change, fear of survival as well as pattern of living. Schools are not out of these influences from the changes in climatic conditions. These study, therefore. examines the nexus between climate change vectors such as classroom temperature variation, persistent drought, severe flood occurrence on class attendance, class participation and academic performance among secondary school students. The study adopted an ex post facto research design, and a total of 1,881 were used for data collection. Two research instruments, the climate change variation scale and class attendance, class participation, and academic performance scale were used for data collection. The instrument was validated using factor analysis to assess the dimensionality of the items as well as obtain factors using component analysis and varimax rotation. To assess principal the mode fitness and acceptability, the confirmatory factor analysis (CFA) was carried out using the maximum likelihood estimation method, and the factor loadings from exploratory factor analysis and CFA were not too different. The collected data were analyzed using the simple and multilinear regression techniques. The results showed that relatively, persistent, severe flooding and classroom temperature variation contributes significantly to class participation, class attendance, and academic performance among students. Similarly, the variables; severe flood, drought and classroom temperature when compositely examined contributes to the variation in class attendance, class participation and academic performance among students. Implications and recommendations of the study were stated.","PeriodicalId":487202,"journal":{"name":"Eurasian Journal of Science and Environmental Education","volume":" 97","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384419","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

Assessing Ghanaian primary school pupils’ scientific reasoning skills 评估加纳小学生的科学推理能力

Eurasian Journal of Science and Environmental Education Pub Date : 2023-11-10 DOI: 10.30935/ejsee/13886

Augustine Owusu Achiaw, Kofi Acheaw Owusu

{"title":"Assessing Ghanaian primary school pupils’ scientific reasoning skills","authors":"Augustine Owusu Achiaw, Kofi Acheaw Owusu","doi":"10.30935/ejsee/13886","DOIUrl":"https://doi.org/10.30935/ejsee/13886","url":null,"abstract":"Science education seeks to equip individuals with the knowledge and skills needed to solve problems in society. To be successful in solving problems, one has to develop scientific reasoning skills. Although scientific reasoning skills are emphasized in the Ghanaian science curriculum, it is not explicitly taught, making it difficult to determine whether Ghanaian school children have developed them. This study, therefore, sought to assess the scientific reasoning skills of primary school pupils in Ghana. In doing so, efforts were made to investigate if differences existed in the scientific reasoning skills of boys and girls in different class levels in primary schools. A cross-sectional survey of 1,066 primary school pupils from 10 schools in Kumasi Metropolis in Ghana was conducted using the science P reasoning inventory. Means, standard deviation, independent sample t-test, and one-way multivariate analysis of variance were the statistical tools used to analyze the data obtained. The study revealed that class 4 and class 5 pupils demonstrated naïve scientific reasoning skills while class 6 pupils exhibited an intermediate level of scientific reasoning skills with no difference between boys and girls in each class. The study’s findings highlight the need for a carefully structured and progressive curriculum that effectively develops scientific reasoning skills as pupils advance through different grade levels.","PeriodicalId":487202,"journal":{"name":"Eurasian Journal of Science and Environmental Education","volume":"83 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092085","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

Alternative ideas about concepts of physics, a timelessly valuable tool for physics education 关于物理概念的另类观念，是物理教育中永恒的宝贵工具

Eurasian Journal of Science and Environmental Education Pub Date : 2023-10-12 DOI: 10.30935/ejsee/13776

Konstantinos T. Kotsis

{"title":"Alternative ideas about concepts of physics, a timelessly valuable tool for physics education","authors":"Konstantinos T. Kotsis","doi":"10.30935/ejsee/13776","DOIUrl":"https://doi.org/10.30935/ejsee/13776","url":null,"abstract":"Alternative ideas, defined as faulty or incomplete understandings of scientific concepts, are prevalent among students across all age groups and educational levels. In physics, misconceptions often arise from everyday experiences, intuitive reasoning, and oversimplified analogies. The persistence of misconceptions in students’ understanding of physics concepts can hinder learning and compromise scientific literacy. Consequently, research on alternative ideas has emerged as a critical aspect of science education, informing teaching strategies and curriculum development. At the beginning of this research, a brief historical report is presented on how research began in the field of the didactic of physics. Then a report is presented with research that led to the identification of alternative ideas at various levels of education. Finally, modern studies on the alternative ideas on the concepts of physics and their conclusions are presented and highlight the timeless necessity of the scientific research of alternative ideas and students’ perceptions of physics concepts, proving how valuable it is for physics education in the search for this topic.","PeriodicalId":487202,"journal":{"name":"Eurasian Journal of Science and Environmental Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968020","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