Qi Liu, Xiaoxia Tian, Younghwan Bang, Kyung Hee Park
The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students' cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students’ attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students’ cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students' behavioral change toward sustainable development through personal life-oriented learning courses. Keywords: sustainable development behavior, sustainable development cognition, sustainable development attitude, college student, informal online learning
{"title":"COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS’ INFORMAL ONLINE LEARNING AS A MODERATION EFFECT","authors":"Qi Liu, Xiaoxia Tian, Younghwan Bang, Kyung Hee Park","doi":"10.33225/jbse/23.22.900","DOIUrl":"https://doi.org/10.33225/jbse/23.22.900","url":null,"abstract":"The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students' cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students’ attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students’ cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students' behavioral change toward sustainable development through personal life-oriented learning courses. Keywords: sustainable development behavior, sustainable development cognition, sustainable development attitude, college student, informal online learning","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888967","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}
I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs – in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals – knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means – by the methods of education – methods of teaching and learning. So, let's look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work.
{"title":"RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES","authors":"Peter Demkanin","doi":"10.33225/jbse/23.22.744","DOIUrl":"https://doi.org/10.33225/jbse/23.22.744","url":null,"abstract":"I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs – in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals – knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means – by the methods of education – methods of teaching and learning. So, let's look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888968","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}
The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students' affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner's affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object. Keywords: affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world
{"title":"THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY","authors":"Jung-ho Byeon, Yong-Ju Kwon","doi":"10.33225/jbse/23.22.781","DOIUrl":"https://doi.org/10.33225/jbse/23.22.781","url":null,"abstract":"The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students' affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner's affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object. Keywords: affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889643","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}
Creating a metaphor for the concept of energy can contribute to the determination of the mental structuring of the concept of energy. Pre-service teachers' metaphors about the concept of energy were classified according to traditional and scientific fields. The metaphors produced by the mathematics and science teacher candidates for the concept of energy consisted of structural and abstract concepts, approximately 60% of them were the continuity of life and 40% were science categories. While pre-service mathematics teachers mainly produce metaphors for biology, pre-service science teachers produce metaphors mainly for physics. Empathic tendency scores and levels of pre-service teachers were determined. Pre-service teachers have a high level of empathic disposition and predominantly see the other person's problem and emotion as their own. There was no quantitatively significant difference between traditional metaphor types and empathic tendencies. It is understood that the pre-service teachers have high empathic tendencies, and mostly in the sen stage, the concepts related to the continuity of life are primarily used in developing metaphors related to the concept of energy, and they tend to produce structural metaphors. Metaphor and empathy will contribute to the determination of mental models and the establishment of a connection between the fields of science. Keywords: energy metaphor creation, empathic disposition and relationship identification
{"title":"CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY","authors":"Mustafa Erdemir, Şebnem Kandil İngeç","doi":"10.33225/jbse/23.22.813","DOIUrl":"https://doi.org/10.33225/jbse/23.22.813","url":null,"abstract":"Creating a metaphor for the concept of energy can contribute to the determination of the mental structuring of the concept of energy. Pre-service teachers' metaphors about the concept of energy were classified according to traditional and scientific fields. The metaphors produced by the mathematics and science teacher candidates for the concept of energy consisted of structural and abstract concepts, approximately 60% of them were the continuity of life and 40% were science categories. While pre-service mathematics teachers mainly produce metaphors for biology, pre-service science teachers produce metaphors mainly for physics. Empathic tendency scores and levels of pre-service teachers were determined. Pre-service teachers have a high level of empathic disposition and predominantly see the other person's problem and emotion as their own. There was no quantitatively significant difference between traditional metaphor types and empathic tendencies. It is understood that the pre-service teachers have high empathic tendencies, and mostly in the sen stage, the concepts related to the continuity of life are primarily used in developing metaphors related to the concept of energy, and they tend to produce structural metaphors. Metaphor and empathy will contribute to the determination of mental models and the establishment of a connection between the fields of science. Keywords: energy metaphor creation, empathic disposition and relationship identification","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889644","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}
Each student's individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved. Keywords: internal experience, external experience, inquiry stage, gender difference.
{"title":"GENDER DIFFERENCES IN EXPERIENCES OF 6TH-GRADE STUDENTS INQUIRY ACTIVITIES IN THE REPUBLIC OF KOREA","authors":"Soo-min Lim, Youngshin Kim","doi":"10.33225/jbse/23.22.881","DOIUrl":"https://doi.org/10.33225/jbse/23.22.881","url":null,"abstract":"Each student's individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved. Keywords: internal experience, external experience, inquiry stage, gender difference.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888969","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}
STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. Keywords: content analysis, pre-service science teachers, STEM education, STEM understanding
{"title":"DETERMINING PRE-SERVICE SCIENCE TEACHERS' UNDERSTANDING ABOUT STEM EDUCATION","authors":"Gonca Keçeci","doi":"10.33225/jbse/23.22.833","DOIUrl":"https://doi.org/10.33225/jbse/23.22.833","url":null,"abstract":"STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. Keywords: content analysis, pre-service science teachers, STEM education, STEM understanding","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889645","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}
Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students’ STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students' professional awareness and identity, by addressing gaps in students' value perceptions of STEM education. Furthermore, efforts to improve students' interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students' STEM career preference. Keywords: STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving, Agroforestry undergraduates
{"title":"INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES","authors":"Jianjun Sheng, Peiyao Tian, Daner Sun, Yanhua Fan","doi":"10.33225/jbse/23.22.914","DOIUrl":"https://doi.org/10.33225/jbse/23.22.914","url":null,"abstract":"Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students’ STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students' professional awareness and identity, by addressing gaps in students' value perceptions of STEM education. Furthermore, efforts to improve students' interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students' STEM career preference. Keywords: STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving, Agroforestry undergraduates","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888832","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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