STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. Keywords: extended reality, STEM education, learning response, learning performance, experimental research
{"title":"THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE","authors":"Yu-Chen Chiang, Shao-Chieh Liu","doi":"10.33225/jbse/23.22.568","DOIUrl":"https://doi.org/10.33225/jbse/23.22.568","url":null,"abstract":"STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. \u0000Keywords: extended reality, STEM education, learning response, learning performance, experimental research","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44660933","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 no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children’s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children’s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle.
{"title":"THE IMPORTANCE OF ENVIRONMENTAL EDUCATION AT AN EARLY AGE","authors":"Vincentas Lamanauskas","doi":"10.33225/jbse/23.22.564","DOIUrl":"https://doi.org/10.33225/jbse/23.22.564","url":null,"abstract":"There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children’s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children’s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47343954","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}
Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry. Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals
{"title":"A NEXUS OF SCIENTIFIC INVESTIGATIONS, SCIENCE PROCESS SKILLS, AND SUSTAINABLE DEVELOPMENT GOALS: PRE-SERVICE TEACHERS’ VIEWS CONCERNING MANGROVES FIELDWORK","authors":"Leonard Molefe, Jean-Baptiste Aubin","doi":"10.33225/jbse/23.22.682","DOIUrl":"https://doi.org/10.33225/jbse/23.22.682","url":null,"abstract":"Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry.\u0000Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43754496","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 paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum. Keywords: Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching
{"title":"BLENDED LEARNING ON WECHAT PLATFORM-BASED SPOC IN LOWER-SECONDARY SCHOOL SCIENCE TEACHING","authors":"Tugen Xu, Jiaying Xu, Xiaoqing Xu, Jijian Lu","doi":"10.33225/jbse/23.22.701","DOIUrl":"https://doi.org/10.33225/jbse/23.22.701","url":null,"abstract":"This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum.\u0000Keywords: Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43716787","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}
Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach. Keywords: physics teachers, self-efficacy, innovative teaching, comprehensive teaching approach, Latent Profile Analysis
{"title":"PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS","authors":"Qiang-Wen Lin, Yu-Zhou Luo","doi":"10.33225/jbse/23.22.668","DOIUrl":"https://doi.org/10.33225/jbse/23.22.668","url":null,"abstract":"Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.\u0000Keywords: physics teachers, self-efficacy, innovative teaching, comprehensive teaching approach, Latent Profile Analysis","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42028555","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}
At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA. Keywords: energy awareness, science textbooks, quantitative assessment
{"title":"ENERGY AWARENESS EDUCATION APPEARING IN NATURAL SCIENCES TEXTBOOKS FROM GRADE 1 TO 12","authors":"Ibolya Markóczi Revák, Virág Fehér, János Máth","doi":"10.33225/jbse/23.22.470","DOIUrl":"https://doi.org/10.33225/jbse/23.22.470","url":null,"abstract":"At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA.\u0000Keywords: energy awareness, science textbooks, quantitative assessment","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47172572","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}
Issue date: 15 April 2023 Original Paper: Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215 Abstract. Erratum for “Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215”. Keywords: erratum This document presents the appendices belonging to the published article.
{"title":"CORRECTION ON USING COMICS FOR CLIMATE CHANGE IN SCIENCE EDUCATION: STUDENTS' SOLUTIONS AND AESTHETIC SUBTLETIES","authors":"Gamze Alp, Berna Coskun Onan","doi":"10.33225/jbse/23.22.549","DOIUrl":"https://doi.org/10.33225/jbse/23.22.549","url":null,"abstract":"Issue date: 15 April 2023 Original Paper: Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215 Abstract. Erratum for “Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215”. Keywords: erratum This document presents the appendices belonging to the published article.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135091188","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}
Tao Jiang, Hong-wei Jin, Wenfeng Ma, Ji-gen Chen, Ling-min Yuan
Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. Keywords: disadvantaged students, educational equity, equality in education, inequality in education, science education
{"title":"TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION","authors":"Tao Jiang, Hong-wei Jin, Wenfeng Ma, Ji-gen Chen, Ling-min Yuan","doi":"10.33225/jbse/23.22.439","DOIUrl":"https://doi.org/10.33225/jbse/23.22.439","url":null,"abstract":"Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. \u0000Keywords: disadvantaged students, educational equity, equality in education, inequality in education, science education","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47443458","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}
Teresa Lupión-Cobos, José Ignacio Crespo-Gómez, Cristina García-Ruíz
This study analyses the teachers' perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers' involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used. Keywords: active learning, primary school teacher, teaching fundamental sciences, teacher skills
{"title":"CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM","authors":"Teresa Lupión-Cobos, José Ignacio Crespo-Gómez, Cristina García-Ruíz","doi":"10.33225/jbse/23.22.454","DOIUrl":"https://doi.org/10.33225/jbse/23.22.454","url":null,"abstract":"This study analyses the teachers' perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers' involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.\u0000Keywords: active learning, primary school teacher, teaching fundamental sciences, teacher skills","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41592939","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}
A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future. Keywords: conceptual structure, core concepts in chemistry, multidimensional scaling, cluster analysis, upper-secondary school students
{"title":"ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS’ AND STUDENTS’ CHEMISTRY CONCEPTUAL STRUCTURES","authors":"Yangyi Qian, Yangqian Wang, Jinju Wen, Simin Wu, Jijia Zhang","doi":"10.33225/jbse/23.22.493","DOIUrl":"https://doi.org/10.33225/jbse/23.22.493","url":null,"abstract":"A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.\u0000Keywords: conceptual structure, core concepts in chemistry, multidimensional scaling, cluster analysis, upper-secondary school students","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48009193","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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