Plant identification apps make learning about plants more convenient. This study explored the participants' perceptions of using three plant identification apps, PlantNet, PictureThis, and LeafSnap, as potential educational tools. Problems experienced, differences in perceptions, and the participants' most preferred apps were also determined. Through purposive sampling, the study engaged 162 primary pre-service teachers in the Cordillera Administrative Region (CAR), Philippines. Data were collected through a developed questionnaire and analysed quantitatively. The questionnaire was reliable with an identified single component for perception. Participants first explored and used the apps to identify local plants, thereafter, responding through an online questionnaire. Results showed that participants strongly perceived the apps as engaging, helpful in plant identification, easy to browse, providing details, effective as emerging tools, and significant for scientific literacy, except for consistency of results. There were significant differences, but with small effect sizes, indicating negligible differences in the perceptions of male and female participants regarding the apps' consistency of results and effectiveness. Weak internet connection was the primary issue affecting the apps' utilization. The pre-service teachers preferred LeafSnap over PictureThis and PlantNet. Conclusively, this study affirmed the potential of the apps for students learning about plants, further supporting their feasibility as emerging educational tools. Keywords: educational tools, plant identification apps, PlantNet, PictureThis, LeafSnap, primary pre-service teachers
{"title":"PERCEPTIONS OF PRIMARY PRE-SERVICE TEACHERS IN THE UTILIZATION OF PLANT IDENTIFICATION APPS AS EDUCATIONAL TOOLS","authors":"Peter Paul Canuto","doi":"10.33225/jbse/23.22.799","DOIUrl":"https://doi.org/10.33225/jbse/23.22.799","url":null,"abstract":"Plant identification apps make learning about plants more convenient. This study explored the participants' perceptions of using three plant identification apps, PlantNet, PictureThis, and LeafSnap, as potential educational tools. Problems experienced, differences in perceptions, and the participants' most preferred apps were also determined. Through purposive sampling, the study engaged 162 primary pre-service teachers in the Cordillera Administrative Region (CAR), Philippines. Data were collected through a developed questionnaire and analysed quantitatively. The questionnaire was reliable with an identified single component for perception. Participants first explored and used the apps to identify local plants, thereafter, responding through an online questionnaire. Results showed that participants strongly perceived the apps as engaging, helpful in plant identification, easy to browse, providing details, effective as emerging tools, and significant for scientific literacy, except for consistency of results. There were significant differences, but with small effect sizes, indicating negligible differences in the perceptions of male and female participants regarding the apps' consistency of results and effectiveness. Weak internet connection was the primary issue affecting the apps' utilization. The pre-service teachers preferred LeafSnap over PictureThis and PlantNet. Conclusively, this study affirmed the potential of the apps for students learning about plants, further supporting their feasibility as emerging educational tools. Keywords: educational tools, plant identification apps, PlantNet, PictureThis, LeafSnap, primary pre-service teachers","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. Keywords: artificial intelligence, assessment, reading literacy, science teachers, teacher training
{"title":"SCIENCE TEACHERS' APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS","authors":"Maja Kerneža, Dejan Zemljak","doi":"10.33225/jbse/23.22.851","DOIUrl":"https://doi.org/10.33225/jbse/23.22.851","url":null,"abstract":"In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. Keywords: artificial intelligence, assessment, reading literacy, science teachers, teacher training","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students’ problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students’ response actions revealed that the students were divided into four strategy groups when designing experiments to solve scientific problems: the scientific and rigorous strategy (18.5%), scientific and less rigorous strategy (25.4%), incomplete strategy (31.5%), and chaotic strategy (24.6%). The heatmaps of response actions for each strategy and the frequencies of the most representative response sequences were further explored to understand the students’ detailed trajectories. The results showed that successful problem solvers were generally inclined to explore all possibilities of experimental combinations and design experiments scientifically and rigorously based on the relevant scientific principles. Moreover, the timestamps of response actions were explored to show that the students who adopted the scientific and rigorous strategy spent more time seeking solutions, suggesting that students may need sufficient time to solve complex and authentic scientific problems. The findings enrich the literature on using process data to address theoretical issues in educational assessment and provide students with individualized instructional needs for teachers to improve students’ scientific problem-solving competency. Keywords: process data, scientific problem-solving, computer-based assessment, China
{"title":"UTILIZATION OF PROCESS DATA IN CHINA: EXPLORING STUDENTS’ PROBLEM-SOLVING STRATEGIES IN COMPUTER-BASED SCIENCE ASSESSMENT FEATURING INTERACTIVE TASKS","authors":"Pingping Zhao, Chun-Yen Chang, Yueyang Shao, Zhi Liu, Hao Zhou, Jian Liu","doi":"10.33225/jbse/23.22.929","DOIUrl":"https://doi.org/10.33225/jbse/23.22.929","url":null,"abstract":"Students’ problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students’ response actions revealed that the students were divided into four strategy groups when designing experiments to solve scientific problems: the scientific and rigorous strategy (18.5%), scientific and less rigorous strategy (25.4%), incomplete strategy (31.5%), and chaotic strategy (24.6%). The heatmaps of response actions for each strategy and the frequencies of the most representative response sequences were further explored to understand the students’ detailed trajectories. The results showed that successful problem solvers were generally inclined to explore all possibilities of experimental combinations and design experiments scientifically and rigorously based on the relevant scientific principles. Moreover, the timestamps of response actions were explored to show that the students who adopted the scientific and rigorous strategy spent more time seeking solutions, suggesting that students may need sufficient time to solve complex and authentic scientific problems. The findings enrich the literature on using process data to address theoretical issues in educational assessment and provide students with individualized instructional needs for teachers to improve students’ scientific problem-solving competency. Keywords: process data, scientific problem-solving, computer-based assessment, China","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and ii) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92. The ECT Module's feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students' ECT. Keywords: design thinking model, entrepreneurial creative thinking, module development, socioscientific issue approach, STEM education
{"title":"INTEGRATION OF SOCIOSCIENTIFIC APPROACH AND DESIGN THINKING: AN ENTREPRENEURIAL CREATIVE THINKING MODULE FOR STEM EDUCATION","authors":"Sufirman Arifin, Nyet Moi Siew","doi":"10.33225/jbse/23.22.767","DOIUrl":"https://doi.org/10.33225/jbse/23.22.767","url":null,"abstract":"This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and ii) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92. The ECT Module's feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students' ECT. Keywords: design thinking model, entrepreneurial creative thinking, module development, socioscientific issue approach, STEM education","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Exploring students’ systems thinking (ST) is essential in enhancing science learning, but existing studies have failed to understand students’ ST fully as it relates to ecological issues. This study aimed to fill the aforementioned literature gap by exploring lower-secondary school students’ ST regarding ecological issues. The Systems Thinking Test regarding Ecological Issues, which measures four ST skills (system organisation, behaviour, application, and evaluation), was administered to 1,092 lower-secondary school students. The results reveal low ST performance in ecological issues, with students finding it particularly difficult to identify interactions among components and understand system characteristics. Furthermore, most lacked reflective consciousness and consideration of the diverse dimensions of ecological issues, resulting in monocausal reasoning in system decision-making and evaluation. Comparatively, urban school students performed better than their rural counterparts; additionally, an item-level analysis revealed that climate warming was challenging for the students to understand. This study suggests that greater efforts should be made to address students’ drawbacks and that multi-perspectival teaching is necessary in the context of ecological issues. The addition of system decision-making and evaluation in assessments can enable a broader understanding of ST. Keywords: environment education, lower-secondary school, partial credit model, sustainable development, systems thinking
{"title":"EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ SYSTEMS THINKING PERFORMANCE IN ECOLOGICAL ISSUES","authors":"Ruying Li, Gaofeng Li","doi":"10.33225/jbse/23.22.865","DOIUrl":"https://doi.org/10.33225/jbse/23.22.865","url":null,"abstract":"Exploring students’ systems thinking (ST) is essential in enhancing science learning, but existing studies have failed to understand students’ ST fully as it relates to ecological issues. This study aimed to fill the aforementioned literature gap by exploring lower-secondary school students’ ST regarding ecological issues. The Systems Thinking Test regarding Ecological Issues, which measures four ST skills (system organisation, behaviour, application, and evaluation), was administered to 1,092 lower-secondary school students. The results reveal low ST performance in ecological issues, with students finding it particularly difficult to identify interactions among components and understand system characteristics. Furthermore, most lacked reflective consciousness and consideration of the diverse dimensions of ecological issues, resulting in monocausal reasoning in system decision-making and evaluation. Comparatively, urban school students performed better than their rural counterparts; additionally, an item-level analysis revealed that climate warming was challenging for the students to understand. This study suggests that greater efforts should be made to address students’ drawbacks and that multi-perspectival teaching is necessary in the context of ecological issues. The addition of system decision-making and evaluation in assessments can enable a broader understanding of ST. Keywords: environment education, lower-secondary school, partial credit model, sustainable development, systems thinking","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is evidence that education levels have an impact on people's attitudes toward vaccination. The recent COVID-19 pandemic has highlighted the need to maximize vaccinations - one of the most efficient ways to prevent the spread of infectious diseases. Young individuals play a major role in disease transmission due to their intense social life and frequent asymptomatic infections. In this study, a survey of upper secondary school students in Poland was conducted to assess their microbiological awareness depending on subjects that they studied on the extended level and COVID-19 vaccination willingness. Participants learning biology and chemistry on the extended level had significantly higher microbiological awareness. Clear proof of microbiological awareness's influence on vaccination willingness was not found. Although studying biology did not significantly influence students' willingness to be vaccinated, their place of residence did. Students from bigger cities were more willing to get vaccinated. These results show that while science education raises microbiological awareness among upper secondary school students, place of residence, likely through social pressure, is a more important factor influencing vaccination willingness. It is suggested that more effort should be put into educating society as a whole and encouraging vaccination particularly. Keywords: attitudes towards vaccinations, infectious diseases, microbiological education, SARS-CoV-2, upper secondary school students
{"title":"MICROBIOLOGICAL AWARENESS AMONG UPPER-SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF COVID-19 VACCINATION","authors":"Beniamin Abramczyk, Szymon Ławicki, Weronika Pyter, Agata Bluszcz, Ignacy Piszczek, Jonatan Audycki, Julia Pawłowska","doi":"10.33225/jbse/23.22.749","DOIUrl":"https://doi.org/10.33225/jbse/23.22.749","url":null,"abstract":"There is evidence that education levels have an impact on people's attitudes toward vaccination. The recent COVID-19 pandemic has highlighted the need to maximize vaccinations - one of the most efficient ways to prevent the spread of infectious diseases. Young individuals play a major role in disease transmission due to their intense social life and frequent asymptomatic infections. In this study, a survey of upper secondary school students in Poland was conducted to assess their microbiological awareness depending on subjects that they studied on the extended level and COVID-19 vaccination willingness. Participants learning biology and chemistry on the extended level had significantly higher microbiological awareness. Clear proof of microbiological awareness's influence on vaccination willingness was not found. Although studying biology did not significantly influence students' willingness to be vaccinated, their place of residence did. Students from bigger cities were more willing to get vaccinated. These results show that while science education raises microbiological awareness among upper secondary school students, place of residence, likely through social pressure, is a more important factor influencing vaccination willingness. It is suggested that more effort should be put into educating society as a whole and encouraging vaccination particularly. Keywords: attitudes towards vaccinations, infectious diseases, microbiological education, SARS-CoV-2, upper secondary school students","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Muhammad Yakob, Ratih Permana Sari, M. P. Hasibuan, N. Nahadi, Sjaeful Anwar, R. E. El Islami
In the virtual laboratory learning process, students' scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students' scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students' scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students' scientific performance. From the small-scale test, the students' scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes. Keywords: authentic assessment, expert validation, scientific performance, virtual laboratory
{"title":"THE FEASIBILITY AUTHENTIC ASSESSMENT INSTRUMENT THROUGH VIRTUAL LABORATORY LEARNING AND ITS EFFECT ON INCREASING STUDENTS' SCIENTIFIC PERFORMANCE","authors":"Muhammad Yakob, Ratih Permana Sari, M. P. Hasibuan, N. Nahadi, Sjaeful Anwar, R. E. El Islami","doi":"10.33225/jbse/23.22.631","DOIUrl":"https://doi.org/10.33225/jbse/23.22.631","url":null,"abstract":"In the virtual laboratory learning process, students' scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students' scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students' scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students' scientific performance. From the small-scale test, the students' scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes.\u0000Keywords: authentic assessment, expert validation, scientific performance, virtual laboratory","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42793230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lauri Kõlamets, H. Kasuk, Jack Holbrook, R. Mamlok-Naaman
This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow’s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. Keywords: energy concept, learning outcomes, relevance in science education, lower secondary science curriculum, SOLO taxonomy
{"title":"THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY","authors":"Lauri Kõlamets, H. Kasuk, Jack Holbrook, R. Mamlok-Naaman","doi":"10.33225/jbse/23.22.653","DOIUrl":"https://doi.org/10.33225/jbse/23.22.653","url":null,"abstract":"This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow’s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. \u0000Keywords: energy concept, learning outcomes, relevance in science education, lower secondary science curriculum, SOLO taxonomy","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48451250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students’ performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students' graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations. Keywords: algorithmic understanding, conceptual understanding, graphical understanding, gifted students, physics education
{"title":"GIFTED STUDENTS’ PERFORMANCE ON ALGORITHMIC, CONCEPTUAL, AND GRAPHICAL QUESTIONS","authors":"Fatma Coştu","doi":"10.33225/jbse/23.22.600","DOIUrl":"https://doi.org/10.33225/jbse/23.22.600","url":null,"abstract":"Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students’ performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students' graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations.\u0000Keywords: algorithmic understanding, conceptual understanding, graphical understanding, gifted students, physics education","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups. Keywords: eye movement modeling examples, learner-oriented intervention, science education, science learning, South Korea
{"title":"EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING","authors":"Hana Choi, Ilho Yang, Seongun Kim, Sungman Lim","doi":"10.33225/jbse/23.22.579","DOIUrl":"https://doi.org/10.33225/jbse/23.22.579","url":null,"abstract":"An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.\u0000Keywords: eye movement modeling examples, learner-oriented intervention, science education, science learning, South Korea","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"24 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41267037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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