Pub Date : 2023-11-15DOI: 10.1080/02635143.2023.2279076
Shiyi Chen, Meize Guo, Tonia A. Dousay
Science is an overlooked subject domain in early childhood education in the U.S. particularly in rural areas. The current state of early science education could be a result of insufficient teacher ...
{"title":"Grow to learn: a metacognitive approach to early childhood teachers’ science professional development","authors":"Shiyi Chen, Meize Guo, Tonia A. Dousay","doi":"10.1080/02635143.2023.2279076","DOIUrl":"https://doi.org/10.1080/02635143.2023.2279076","url":null,"abstract":"Science is an overlooked subject domain in early childhood education in the U.S. particularly in rural areas. The current state of early science education could be a result of insufficient teacher ...","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"25 8","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503665","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}
ABSTRACTBackground The use of technology and computer science has significantly impacted education, including the field of inorganic chemistry. Virtual laboratories have emerged as a potent tool for fostering student interaction and learning. However, creating an effective virtual learning environment poses unique challenges and requires an interdisciplinary approach. This study examines a virtual laboratory created for inorganic chemistry education at the Kazakh National Women’s Teacher Training University.Purpose The study aims to assess the effectiveness of the developed virtual laboratory for inorganic chemistry, using JavaScript technology to provide interactive and engaging educational content.Sample The study involved two groups of 25 students each: a control group that undertook traditional offline laboratory classes and an experimental group that used the newly created virtual laboratory.Design and Methods Using a quasi-experimental setting, the study evaluated the impact of virtual experiments on students’ knowledge and skills. Students’ laboratory reports, evaluated according to established criteria, served as the main tool for assessment. Data were processed in Excel and analysed using IBM SPSS Statistics 23 package.Results The analysis showed significant improvements in the experimental group in terms of conceptual understanding, scientific process skills, working with laboratory tools, logical thinking, creativity, motivation, interests, perception and learning outcomes. Furthermore, a majority of students found the virtual laboratory helped them understand complex concepts and gain practical skills, especially in the context of the COVID-19 pandemic.Conclusions The study concludes that the developed virtual interactive laboratory for inorganic chemistry significantly enhances students’ understanding and skills. Despite some limitations, such as small sample size, the results suggest the potential of virtual labs as valuable educational tools, not only in chemistry but also in other technological fields. Further research is recommended to explore the impact of virtual labs more extensively.KEYWORDS: Interactive technologyreaction mechanismvirtual laboratorypractical skillsanalysis Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Evaluating the effectiveness of a virtual laboratory for inorganic chemistry education","authors":"Adambek Tatenov, Zamira Sarsenbaeva, Gulbayra Azimbaeva, Kulnazia Tugelbaeva, Nurbike Zaurbekova","doi":"10.1080/02635143.2023.2275139","DOIUrl":"https://doi.org/10.1080/02635143.2023.2275139","url":null,"abstract":"ABSTRACTBackground The use of technology and computer science has significantly impacted education, including the field of inorganic chemistry. Virtual laboratories have emerged as a potent tool for fostering student interaction and learning. However, creating an effective virtual learning environment poses unique challenges and requires an interdisciplinary approach. This study examines a virtual laboratory created for inorganic chemistry education at the Kazakh National Women’s Teacher Training University.Purpose The study aims to assess the effectiveness of the developed virtual laboratory for inorganic chemistry, using JavaScript technology to provide interactive and engaging educational content.Sample The study involved two groups of 25 students each: a control group that undertook traditional offline laboratory classes and an experimental group that used the newly created virtual laboratory.Design and Methods Using a quasi-experimental setting, the study evaluated the impact of virtual experiments on students’ knowledge and skills. Students’ laboratory reports, evaluated according to established criteria, served as the main tool for assessment. Data were processed in Excel and analysed using IBM SPSS Statistics 23 package.Results The analysis showed significant improvements in the experimental group in terms of conceptual understanding, scientific process skills, working with laboratory tools, logical thinking, creativity, motivation, interests, perception and learning outcomes. Furthermore, a majority of students found the virtual laboratory helped them understand complex concepts and gain practical skills, especially in the context of the COVID-19 pandemic.Conclusions The study concludes that the developed virtual interactive laboratory for inorganic chemistry significantly enhances students’ understanding and skills. Despite some limitations, such as small sample size, the results suggest the potential of virtual labs as valuable educational tools, not only in chemistry but also in other technological fields. Further research is recommended to explore the impact of virtual labs more extensively.KEYWORDS: Interactive technologyreaction mechanismvirtual laboratorypractical skillsanalysis Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"174 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067906","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}
Pub Date : 2023-10-30DOI: 10.1080/02635143.2023.2275136
Ana María Díez-Pascual, Pilar García-Díaz, Rafael Peña-Capilla, Beatriz Jurado-Sanchez
{"title":"FACE-TO-FACE VS. ONLINE LEARNING in SCIENCE and ENGINEERING COURSES DURING COVID-19 EPOCH","authors":"Ana María Díez-Pascual, Pilar García-Díaz, Rafael Peña-Capilla, Beatriz Jurado-Sanchez","doi":"10.1080/02635143.2023.2275136","DOIUrl":"https://doi.org/10.1080/02635143.2023.2275136","url":null,"abstract":"","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"249 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102639","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}
Pub Date : 2023-10-30DOI: 10.1080/02635143.2023.2272820
M. Said Doğru, Fatih Yüzbaşıoğlu, Ibrahim Arpaci
ABSTRACTBackground Since the early 20th century, the development and widespread adoption of information technologies have created new opportunities in various aspects of human life, including education. This situation has provided educators with numerous opportunities to develop innovative learning methodologies and environments. Nowadays, interactive videos, commonly used in educational settings, provide students with a self-regulated learning environment where they can access learning materials on-demand.Purpose In this research, our aim was to investigate the impact of interactive videos enriched with pop-up questions on the academic achievements of prospective science teachers.Sample A total of 330 science teacher candidates participated in the study. Study I, conducted to assess teacher candidates’ perceptions, involved 302 participants. Study II, which measured the direct effects of the tests, included 330 participants.Design and Methods The study employed a mixed-method design with a quasi-experimental approach to compare learning outcomes.Results The analysis revealed that the majority of participants expressed that interactive videos significantly contributed to their overall learning. While interactive videos did not have a direct impact on test performance, they were found to have an indirect effect.Conclusion Based on these findings, we concluded that interactive videos with pop-up questions positively influenced learning and are worthy of further exploration in future studies.KEYWORDS: Interactive videospop-up questionsscience educatıonDigital learning tools AcknowledgmentIn this section, you can acknowledge any support given which is not covered by the author contribution or funding sections. This may include administrative and technical support, or donations in kind (e.g., materials used for experiments).Disclosure statementNo potential conflict of interest was reported by the authors.Author contributionsConceptualization, F.Y. and M.S.D.; methodology, M.S.D.; software, I.A.; validation, M.S.D. and F.Y.; formal analysis, I.A.; investigation, M.S.D.; resources, F.Y.; data curation, F.Y.; writing – original draft preparation, I.A.; writing – review and editing, I.A.; visualization, F.Y.; supervision, M.S.D.; project administration, M.S.D.; funding acquisition, M.S.D. All authors have read and agreed to the published version of the manuscript.Additional informationFundingThis research received no external funding.
{"title":"The effect of interactive videos enhanced with pop-up questions on teacher candidates’ learning performance in science","authors":"M. Said Doğru, Fatih Yüzbaşıoğlu, Ibrahim Arpaci","doi":"10.1080/02635143.2023.2272820","DOIUrl":"https://doi.org/10.1080/02635143.2023.2272820","url":null,"abstract":"ABSTRACTBackground Since the early 20th century, the development and widespread adoption of information technologies have created new opportunities in various aspects of human life, including education. This situation has provided educators with numerous opportunities to develop innovative learning methodologies and environments. Nowadays, interactive videos, commonly used in educational settings, provide students with a self-regulated learning environment where they can access learning materials on-demand.Purpose In this research, our aim was to investigate the impact of interactive videos enriched with pop-up questions on the academic achievements of prospective science teachers.Sample A total of 330 science teacher candidates participated in the study. Study I, conducted to assess teacher candidates’ perceptions, involved 302 participants. Study II, which measured the direct effects of the tests, included 330 participants.Design and Methods The study employed a mixed-method design with a quasi-experimental approach to compare learning outcomes.Results The analysis revealed that the majority of participants expressed that interactive videos significantly contributed to their overall learning. While interactive videos did not have a direct impact on test performance, they were found to have an indirect effect.Conclusion Based on these findings, we concluded that interactive videos with pop-up questions positively influenced learning and are worthy of further exploration in future studies.KEYWORDS: Interactive videospop-up questionsscience educatıonDigital learning tools AcknowledgmentIn this section, you can acknowledge any support given which is not covered by the author contribution or funding sections. This may include administrative and technical support, or donations in kind (e.g., materials used for experiments).Disclosure statementNo potential conflict of interest was reported by the authors.Author contributionsConceptualization, F.Y. and M.S.D.; methodology, M.S.D.; software, I.A.; validation, M.S.D. and F.Y.; formal analysis, I.A.; investigation, M.S.D.; resources, F.Y.; data curation, F.Y.; writing – original draft preparation, I.A.; writing – review and editing, I.A.; visualization, F.Y.; supervision, M.S.D.; project administration, M.S.D.; funding acquisition, M.S.D. All authors have read and agreed to the published version of the manuscript.Additional informationFundingThis research received no external funding.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"54 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067735","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}
Pub Date : 2023-10-16DOI: 10.1080/02635143.2023.2268005
Wouter Spaan, Ron Oostdam, Jaap Schuitema, Monique Pijls
ABSTRACTBackground A major challenge for effective practical work in school science is to encourage students to connect hands-on aspects to minds-on principles, in other words to Think Back-and-Forth (TBF). Teacher behaviour is pivotal in achieving this goal, but teachers lack guidelines how to accomplish this.Purpose In this study, we identified good practices that were conducive to minds-on learning experiences during practical work.Sample The sample consisted of 15 practical physics and chemistry lessons in Dutch lower secondary education grades 8 and 9.Design and methods For each lesson, we obtained video-observations of the teacher and learner reports of the students in which they self-reported their learning. The videos were analysed in detail on teacher attention for TBF, congruent pedagogy, mitigation of the cognitive load of the hands-on aspects, and student autonomy. Answers on the learner reports were analysed for minds-on remarks and these were related to the observed lesson characteristics through a multilevel binary logistic model.Results Three lesson characteristics were identified as statistically significant predictors of minds-on learning experiences (p < .05), i.e. substantial attention to TBF, congruent pedagogy, and mitigation of the hands-on cognitive load. A qualitative analysis offered insight into the importance of carefully incorporating these characteristics.Conclusions To reach minds-on learning experiences the teacher should give substantial attention to TBF throughout various phases of the lesson. Congruent pedagogy demands that the practical work is balanced given the prior knowledge of the students. Finally, mitigating the cognitive load of the hands-on aspects encompasses some way to prevent students from being distracted by too demanding hands-on elements. Consequently, we recommend that practical work should be designed in accordance with these three lesson characteristics.KEYWORDS: Practical workteacher behavioursecondary educationscientific thinking AcknowledgmentsThis research is part of a project funded by the Dutch Research Council (NWO) under Grant 023.011.061. We are grateful to Dr Ed van den Berg for his contributions to the concept of Thinking-Back-and-Forth and his efforts as co-rater of the observations. Secondly, we thank Dylan Criens and Rik Wezenberg for their assistance as co-raters of the learner reports. Finally, we are appreciative of the teachers who invited us to their classrooms.Disclosure statementThe authors do not have any potential competing interest(s).Additional informationFundingThis work was supported by the Dutch Research Council [023.011.061].
{"title":"Thinking-back-and-forth in practical work experienced by students: identifying evidence-informed characteristics of good practices in secondary education","authors":"Wouter Spaan, Ron Oostdam, Jaap Schuitema, Monique Pijls","doi":"10.1080/02635143.2023.2268005","DOIUrl":"https://doi.org/10.1080/02635143.2023.2268005","url":null,"abstract":"ABSTRACTBackground A major challenge for effective practical work in school science is to encourage students to connect hands-on aspects to minds-on principles, in other words to Think Back-and-Forth (TBF). Teacher behaviour is pivotal in achieving this goal, but teachers lack guidelines how to accomplish this.Purpose In this study, we identified good practices that were conducive to minds-on learning experiences during practical work.Sample The sample consisted of 15 practical physics and chemistry lessons in Dutch lower secondary education grades 8 and 9.Design and methods For each lesson, we obtained video-observations of the teacher and learner reports of the students in which they self-reported their learning. The videos were analysed in detail on teacher attention for TBF, congruent pedagogy, mitigation of the cognitive load of the hands-on aspects, and student autonomy. Answers on the learner reports were analysed for minds-on remarks and these were related to the observed lesson characteristics through a multilevel binary logistic model.Results Three lesson characteristics were identified as statistically significant predictors of minds-on learning experiences (p < .05), i.e. substantial attention to TBF, congruent pedagogy, and mitigation of the hands-on cognitive load. A qualitative analysis offered insight into the importance of carefully incorporating these characteristics.Conclusions To reach minds-on learning experiences the teacher should give substantial attention to TBF throughout various phases of the lesson. Congruent pedagogy demands that the practical work is balanced given the prior knowledge of the students. Finally, mitigating the cognitive load of the hands-on aspects encompasses some way to prevent students from being distracted by too demanding hands-on elements. Consequently, we recommend that practical work should be designed in accordance with these three lesson characteristics.KEYWORDS: Practical workteacher behavioursecondary educationscientific thinking AcknowledgmentsThis research is part of a project funded by the Dutch Research Council (NWO) under Grant 023.011.061. We are grateful to Dr Ed van den Berg for his contributions to the concept of Thinking-Back-and-Forth and his efforts as co-rater of the observations. Secondly, we thank Dylan Criens and Rik Wezenberg for their assistance as co-raters of the learner reports. Finally, we are appreciative of the teachers who invited us to their classrooms.Disclosure statementThe authors do not have any potential competing interest(s).Additional informationFundingThis work was supported by the Dutch Research Council [023.011.061].","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113732","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}
Pub Date : 2023-10-10DOI: 10.1080/02635143.2023.2264781
Su-Chi Fang, Kai-Lin Yang, Szu-Chun Fan
ABSTRACTBackground Integrated STEM education has attracted increasing attention in global educational reforms. While transdisciplinary approaches are deemed useful pedagogy for integrated STEM curriculum design, few assessment instruments are available for appraising the efficacy of teaching and learning in transdisciplinary settings.Purpose This study proposes a framework to conceptualize the meaning of transdisciplinary STEM practices and demonstrates how the framework can be used to develop an assessment for transdisciplinary practices.Sources of evidence The conceptual framework is contextualized in design context. The concepts of need-to-do and need-to-know are used to illustrate how design engages students in transdisciplinary practices. The need-to-do cycle includes the four design phases, whereas the need-to-know part concerns the relevant STEM knowledge applied in these phases. Knowledge-based reasoning is identified as the focused practice in transdisciplinary STEM assessments. Based on the conceptual framework, we formulate the assessment template and scoring rubrics following the four steps suggested in the principled assessment design approach. Two dimensions – the types of disciplinary knowledge and the levels of reasoning – are examined to describe students’ transdisciplinary STEM practices in a design context. An exemplary STEM assessment task on a mini-wire-controlled car is presented.Main argument The conceptual framework proposed in this study presents one possible solution to align the goals of integrated STEM programs and their evaluation instruments.Conclusions The assessment of transdisciplinary STEM practices can contribute to our understanding of how students apply and reason with disciplinary knowledge in transdisciplinary settings.KEYWORDS: AssessmentdesignSTEM educationreasoningtransdisciplinary Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingMOST 109-2511-H-003-030.
{"title":"A conceptual framework for assessing transdisciplinary STEM practices","authors":"Su-Chi Fang, Kai-Lin Yang, Szu-Chun Fan","doi":"10.1080/02635143.2023.2264781","DOIUrl":"https://doi.org/10.1080/02635143.2023.2264781","url":null,"abstract":"ABSTRACTBackground Integrated STEM education has attracted increasing attention in global educational reforms. While transdisciplinary approaches are deemed useful pedagogy for integrated STEM curriculum design, few assessment instruments are available for appraising the efficacy of teaching and learning in transdisciplinary settings.Purpose This study proposes a framework to conceptualize the meaning of transdisciplinary STEM practices and demonstrates how the framework can be used to develop an assessment for transdisciplinary practices.Sources of evidence The conceptual framework is contextualized in design context. The concepts of need-to-do and need-to-know are used to illustrate how design engages students in transdisciplinary practices. The need-to-do cycle includes the four design phases, whereas the need-to-know part concerns the relevant STEM knowledge applied in these phases. Knowledge-based reasoning is identified as the focused practice in transdisciplinary STEM assessments. Based on the conceptual framework, we formulate the assessment template and scoring rubrics following the four steps suggested in the principled assessment design approach. Two dimensions – the types of disciplinary knowledge and the levels of reasoning – are examined to describe students’ transdisciplinary STEM practices in a design context. An exemplary STEM assessment task on a mini-wire-controlled car is presented.Main argument The conceptual framework proposed in this study presents one possible solution to align the goals of integrated STEM programs and their evaluation instruments.Conclusions The assessment of transdisciplinary STEM practices can contribute to our understanding of how students apply and reason with disciplinary knowledge in transdisciplinary settings.KEYWORDS: AssessmentdesignSTEM educationreasoningtransdisciplinary Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingMOST 109-2511-H-003-030.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136296363","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}
Pub Date : 2023-10-04DOI: 10.1080/02635143.2023.2264192
Mustafa Derman
ABSTRACTBackground Microorganisms are living things that may be found everywhere in nature. Microorganisms are commonly perceived as dangerous and harmful creatures by society. But they have many benefits for people and the continuity of the ecosystem. The most crucial function of microorganisms in nature is to play a vital role in the biogeochemical cycling of nutrients.Purpose This practical activity based on guided inquiry was designed to observe the beneficial aspects of microorganisms, and to reveal effect of activity on students’ opinion about microorganisms.Sample Grade 12 high school students.Design and methods Data were collected from 69 students-theoretical (N = 38) and practical groups (N = 31). Knowledge scale, opinion scale, and open-ended questions were used in the pre- and post-test tests.Results The terms pathogen, illness, and harmful are the most commonly used terms to describe microorganisms in both theoretical and practical groups. There was an increase in the willingness of the students in the practical group to participate again in an activity related to microorganisms. But the majority of them still identified microorganisms with concepts such as pathogen, illness, harmful, and danger (10.84 to 21.69%). It was determined that students have limited knowledge about disinfection and sterilization. Research findings showed that statistical difference was found in terms of knowledge and opinion about microorganisms.Conclusion Students’ direct interaction with microorganisms, experiencing all the stages from nature to the laboratory as a scientist and testing their properties in a controlled manner contributed to the development of positive perceptions about microorganisms.KEYWORDS: Guided inquirymicroorganismshands-on activitypractical methodologyfermentation Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Isolation of yeasts from different fruits and students’ opinion about microorganisms: Inquiry-based Learning","authors":"Mustafa Derman","doi":"10.1080/02635143.2023.2264192","DOIUrl":"https://doi.org/10.1080/02635143.2023.2264192","url":null,"abstract":"ABSTRACTBackground Microorganisms are living things that may be found everywhere in nature. Microorganisms are commonly perceived as dangerous and harmful creatures by society. But they have many benefits for people and the continuity of the ecosystem. The most crucial function of microorganisms in nature is to play a vital role in the biogeochemical cycling of nutrients.Purpose This practical activity based on guided inquiry was designed to observe the beneficial aspects of microorganisms, and to reveal effect of activity on students’ opinion about microorganisms.Sample Grade 12 high school students.Design and methods Data were collected from 69 students-theoretical (N = 38) and practical groups (N = 31). Knowledge scale, opinion scale, and open-ended questions were used in the pre- and post-test tests.Results The terms pathogen, illness, and harmful are the most commonly used terms to describe microorganisms in both theoretical and practical groups. There was an increase in the willingness of the students in the practical group to participate again in an activity related to microorganisms. But the majority of them still identified microorganisms with concepts such as pathogen, illness, harmful, and danger (10.84 to 21.69%). It was determined that students have limited knowledge about disinfection and sterilization. Research findings showed that statistical difference was found in terms of knowledge and opinion about microorganisms.Conclusion Students’ direct interaction with microorganisms, experiencing all the stages from nature to the laboratory as a scientist and testing their properties in a controlled manner contributed to the development of positive perceptions about microorganisms.KEYWORDS: Guided inquirymicroorganismshands-on activitypractical methodologyfermentation Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645852","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}
Pub Date : 2023-10-02DOI: 10.1080/02635143.2021.2008342
J. Naukkarinen, K. Korpinen, P. Silventoinen
ABSTRACT Background Engineering societies call for more gender diversity, but especially girls’ interest in engineering remains low. Basic Electronics is a bachelor-level study module, offered to upper secondary school students to attract them to study electrical engineering. Recently, on average, 34% of the upper secondary school students attending the module have been girls, yet only 13% of the new electrical engineering students are female. Purpose The objective of this study is to understand what kinds of upper secondary school students have interest in STEM in general and electronics in particular but are not considering electrical engineering as a future career. Sample and design A questionnaire was administered to participants (age 17–18) in the Basic Electronics module in years 2017–2020 (N = 119), and the data were statistically analyzed. Results/Conclusion Both genders seem to be interested on the practical and hands-on aspects of technology. Yet, boys are much more likely to consider studies in electrical engineering than girls. Boys receive more encouragement and guidance to act with technology both from home and from school. They also have more often technology-related hobbies. Hence, the current image of electrical engineering and other societal factors appear to be more likely to attract boys than girls to the field even among the adolescents with high general interest in STEM subjects.
{"title":"Upper secondary school students’ gendered interests in electronics and electrical engineering","authors":"J. Naukkarinen, K. Korpinen, P. Silventoinen","doi":"10.1080/02635143.2021.2008342","DOIUrl":"https://doi.org/10.1080/02635143.2021.2008342","url":null,"abstract":"ABSTRACT Background Engineering societies call for more gender diversity, but especially girls’ interest in engineering remains low. Basic Electronics is a bachelor-level study module, offered to upper secondary school students to attract them to study electrical engineering. Recently, on average, 34% of the upper secondary school students attending the module have been girls, yet only 13% of the new electrical engineering students are female. Purpose The objective of this study is to understand what kinds of upper secondary school students have interest in STEM in general and electronics in particular but are not considering electrical engineering as a future career. Sample and design A questionnaire was administered to participants (age 17–18) in the Basic Electronics module in years 2017–2020 (N = 119), and the data were statistically analyzed. Results/Conclusion Both genders seem to be interested on the practical and hands-on aspects of technology. Yet, boys are much more likely to consider studies in electrical engineering than girls. Boys receive more encouragement and guidance to act with technology both from home and from school. They also have more often technology-related hobbies. Hence, the current image of electrical engineering and other societal factors appear to be more likely to attract boys than girls to the field even among the adolescents with high general interest in STEM subjects.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"20 1","pages":"1412 - 1432"},"PeriodicalIF":1.6,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324339","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}
Pub Date : 2023-10-02DOI: 10.1080/02635143.2022.2052038
M. Kuvac, I. Koc
ABSTRACT Background Several studies have reported that inservice and preservice teachers hold narrow and stereotypical perceptions of engineer and engineering. However, only a few studies attempted to examine interventions which improve their perceptions. Purpose This study aimed to explore the preservice science teachers’ (PSTs) perceptions of engineer and engineering, and the impact of science, technology, engineering, and mathematics (STEM) education on their perceptions. Sample Design and Methods An instructional design was developed based on STEM education and implemented for 10 weeks after a two-week training program provided to the PSTs on STEM Education and Engineering Design Process (EDP). Data were collected with sophomore PSTs (N = 51) using the Draw an Engineer (DAE) test before and after the implementation and analyzed using the revised checklist for the DAE that consists of five categories: (1) the appearance of engineers, (2) type of engineering, (3) location, (4) actions, and (5) other people and objects. Results The results indicated that the PSTs hold undesirable stereotypical understandings such that engineering is a masculine profession that involves working individually. Besides, some PSTs tend to link engineering with physical labor such as building and operating a machine or vehicle before the implementation. The results also provided evidence of improvement in the PSTs’ narrow and stereotypical perceptions of engineer and engineering, notably in terms of gender of engineer, the variety of types of engineering, actions, and interaction with other people after the implementation. Conclusion This study reveals that PSTs need support and training to enhance their perceptions of engineer and engineering. STEM education may be considered a promising approach to improve their understanding of engineering and help them overcome their stereotypical perceptions of what engineering is and what engineers do.
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Pub Date : 2023-10-02DOI: 10.1080/02635143.2023.2262400
Gözde Kurt, Ebru Kaya
ABSTRACTBackground Nature of Science (NOS) is a significant research area as well as a curriculum theme in science education. Although many analyses of science curricula and their coverage of NOS exist, there are limited accounts of science curricula that take a broad and holistic vision on NOS. A recent framework called the ‘Reconceptualised Family Resemblance Approach to Nature of Science (RFN)’ provides such a broad account and covers the cognitive-epistemic and social-institutional systems of science. The cognitive-epistemic system consists of ‘aims and values’, ‘methods and methodological rules’, ‘scientific practices’, and ‘scientific knowledge’ while the social-institutional system consists of ‘professional activities’, ‘social certification and dissemination’, ‘social values’, ‘scientific ethos’, ‘social organizations and interactions’, ‘financial systems’, and ‘political power structures’.Purpose The empirical study reported in the paper aims to investigate the inclusion of NOS in the Turkish science curriculum by using the RFN.Design and Methods Turkish science curriculum used at primary and middle school levels were analyzed by content analysis.Findings The results suggest that the Turkish science curriculum emphasizes the cognitive-epistemic categories more than the social-institutional categories. The dominating RFN category in the science curriculum is scientific practices while the reference to political power structures is limited.Conclusion The paper contributes to understanding of how Turkish science curriculum covers NOS, and it has implications for international science curricula reform for an inclusive account of NOS that is likely to enhance science learning.KEYWORDS: Nature of sciencereconceptualised family resemblance approach to nature of sciencescience curriculumcontent analysis Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要科学的背景性质(background Nature of Science, NOS)是科学教育的一个重要研究领域，也是一个课程主题。尽管存在许多对科学课程及其覆盖范围的分析，但对NOS采取广泛和整体视野的科学课程的描述有限。最近一个名为“科学本质的重新概念化家族相似性方法(RFN)”的框架提供了这样一个广泛的描述，涵盖了科学的认知-认识和社会-制度系统。认知-认识系统由“目标与价值”、“方法与方法论规则”、“科学实践”和“科学知识”组成，而社会-制度系统则由“专业活动”、“社会认证与传播”、“社会价值”、“科学精神”、“社会组织与互动”、“金融系统”和“政治权力结构”组成。本文的实证研究旨在通过使用RFN来调查NOS在土耳其科学课程中的纳入情况。设计与方法采用内容分析法对土耳其中小学科学课程进行分析。结果表明，土耳其科学课程更强调认知-知识范畴，而不是社会-制度范畴。科学课程中以科学实践为主导，对政治权力结构的提及有限。本文有助于理解土耳其科学课程如何涵盖NOS，并对国际科学课程改革具有启示意义，因为它对NOS的包容性解释可能会加强科学学习。关键词:科学本质;科学本质的概念化家族相似性方法;科学课程内容分析;披露声明作者未报告潜在的利益冲突。
{"title":"Toward a holistic vision on the nature of science in science curricula: an investigation of primary and middle school curricula in Turkey","authors":"Gözde Kurt, Ebru Kaya","doi":"10.1080/02635143.2023.2262400","DOIUrl":"https://doi.org/10.1080/02635143.2023.2262400","url":null,"abstract":"ABSTRACTBackground Nature of Science (NOS) is a significant research area as well as a curriculum theme in science education. Although many analyses of science curricula and their coverage of NOS exist, there are limited accounts of science curricula that take a broad and holistic vision on NOS. A recent framework called the ‘Reconceptualised Family Resemblance Approach to Nature of Science (RFN)’ provides such a broad account and covers the cognitive-epistemic and social-institutional systems of science. The cognitive-epistemic system consists of ‘aims and values’, ‘methods and methodological rules’, ‘scientific practices’, and ‘scientific knowledge’ while the social-institutional system consists of ‘professional activities’, ‘social certification and dissemination’, ‘social values’, ‘scientific ethos’, ‘social organizations and interactions’, ‘financial systems’, and ‘political power structures’.Purpose The empirical study reported in the paper aims to investigate the inclusion of NOS in the Turkish science curriculum by using the RFN.Design and Methods Turkish science curriculum used at primary and middle school levels were analyzed by content analysis.Findings The results suggest that the Turkish science curriculum emphasizes the cognitive-epistemic categories more than the social-institutional categories. The dominating RFN category in the science curriculum is scientific practices while the reference to political power structures is limited.Conclusion The paper contributes to understanding of how Turkish science curriculum covers NOS, and it has implications for international science curricula reform for an inclusive account of NOS that is likely to enhance science learning.KEYWORDS: Nature of sciencereconceptualised family resemblance approach to nature of sciencescience curriculumcontent analysis Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899563","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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