Pub Date : 2024-07-23DOI: 10.29333/aquademia/14861
Olcay Sinan
{"title":"Seeing the unseen: The critical need for water awareness and perception","authors":"Olcay Sinan","doi":"10.29333/aquademia/14861","DOIUrl":"https://doi.org/10.29333/aquademia/14861","url":null,"abstract":"","PeriodicalId":488806,"journal":{"name":"Aquademia","volume":"107 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.29333/aquademia/14698
Tomas Shivolo
This study presents the practical work inquiry practice framework, which is designed to improve science practical work and inquiry-based instruction in secondary schools in Namibia. The framework has been developed based on both theoretical and empirical research. The study conducts a thorough examination of existing literature to identify research gaps in existing studies. It emphasizes the significant impact of teachers’ beliefs and external influences on the process of lesson planning. The framework aims to bridge the gap between teachers’ views and the actual implementation of the science curriculum, functioning at the macro, meso, and micro levels of education. It includes various aspects such as strategic planning, training for teachers, designing the curriculum, providing resources, implementing lessons in the classroom, giving feedback, fostering collaboration, monitoring progress, evaluating outcomes, providing ongoing support, involving stakeholders, promoting a positive school culture, demonstrating leadership, supporting teachers, addressing learner diversity, and engaging the community. The aspects are classified into strategic, tactical, and operational functions that are interconnected to enhance scientific teaching methods. The established framework offers a complete and contextually applicable method to implementing science practical work in Namibian secondary schools. This approach is based on inquiry-based instruction and aims to increase overall education.
{"title":"Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools","authors":"Tomas Shivolo","doi":"10.29333/aquademia/14698","DOIUrl":"https://doi.org/10.29333/aquademia/14698","url":null,"abstract":"This study presents the practical work inquiry practice framework, which is designed to improve science practical work and inquiry-based instruction in secondary schools in Namibia. The framework has been developed based on both theoretical and empirical research. The study conducts a thorough examination of existing literature to identify research gaps in existing studies. It emphasizes the significant impact of teachers’ beliefs and external influences on the process of lesson planning. The framework aims to bridge the gap between teachers’ views and the actual implementation of the science curriculum, functioning at the macro, meso, and micro levels of education. It includes various aspects such as strategic planning, training for teachers, designing the curriculum, providing resources, implementing lessons in the classroom, giving feedback, fostering collaboration, monitoring progress, evaluating outcomes, providing ongoing support, involving stakeholders, promoting a positive school culture, demonstrating leadership, supporting teachers, addressing learner diversity, and engaging the community. The aspects are classified into strategic, tactical, and operational functions that are interconnected to enhance scientific teaching methods. The established framework offers a complete and contextually applicable method to implementing science practical work in Namibian secondary schools. This approach is based on inquiry-based instruction and aims to increase overall education.","PeriodicalId":488806,"journal":{"name":"Aquademia","volume":"47 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.29333/aquademia/14697
Konstantinos T. Kotsis
This study examines the potential use of Lake Pamvotis water pollution as a teaching tool in science education. Teachers can develop engaging and informative lessons addressing critical environmental issues by analyzing the water quality data and identifying the pollutants in the lake. This approach allows students to understand the impact of pollution on aquatic ecosystems and encourages them to find solutions to mitigate the pollution effects. Further, using real-world examples such as Lake Pamvotis allows students to apply their scientific knowledge and critical thinking skills to address environmental challenges. The study begins with an introduction that provides an overview of using Lake Pamvotis water pollution in the context of science teaching in education. The introduction follows a literature review describing relevant research and related studies. Then, it discusses the methodology used in the study. The study concludes with a discussion of the implications of the results and suggestions for further research.
{"title":"Using the water pollution of Lake Pamvotis for science education in high school and college","authors":"Konstantinos T. Kotsis","doi":"10.29333/aquademia/14697","DOIUrl":"https://doi.org/10.29333/aquademia/14697","url":null,"abstract":"This study examines the potential use of Lake Pamvotis water pollution as a teaching tool in science education. Teachers can develop engaging and informative lessons addressing critical environmental issues by analyzing the water quality data and identifying the pollutants in the lake. This approach allows students to understand the impact of pollution on aquatic ecosystems and encourages them to find solutions to mitigate the pollution effects. Further, using real-world examples such as Lake Pamvotis allows students to apply their scientific knowledge and critical thinking skills to address environmental challenges. The study begins with an introduction that provides an overview of using Lake Pamvotis water pollution in the context of science teaching in education. The introduction follows a literature review describing relevant research and related studies. Then, it discusses the methodology used in the study. The study concludes with a discussion of the implications of the results and suggestions for further research.","PeriodicalId":488806,"journal":{"name":"Aquademia","volume":"56 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.29333/aquademia/14430
Joyce Mawena, Richmond Stephen Sorkpor
Physical activities and sports (PAS) participation primarily aim to contribute to enhancing the basic motor skills of students and their physical competencies to directly promote the behavioral, cognitive, and social skills of students to help enhance their future physical activity patterns. Regular physical activity participation among children with disabilities greatly fosters independence, coping abilities, competitiveness, and teamwork. Although active physical activities are beneficial, children with disabilities’ participation in physical activities has been reported to be little as a result of students’ disabilities and their lack of opportunities for participation. However, literature is yet to report on the types of PAS regularly participated in by students with disabilities, how frequently they engage in such activities, and how long a time they spend during their participation. This current study employed an explanatory sequential mixed method design that helped in the collection of both quantitative data (questionnaire) and qualitative data (interviews) from 194 (comprising 68.0% male and 32.0% female) students with disabilities and three teachers on types of PAS students with disabilities mostly participate in, how frequent and how long a time they spend during PAS participation. The findings of this study revealed students very often participate in physical activities in different activities for a long period as long as activities are made available, and opportunities provided. It is, therefore, recommended that not only should disability-friendly physical activities and sporting events be organized frequently and encouraged among students in special schools, but stakeholders should make opportunities available to students to participate.
参加体育活动和运动（PAS）的主要目的是帮助提高学生的基本运动技能和体能，从而直接促进学生的行为、认知和社交技能，帮助增强他们未来的体育活动模式。残疾儿童经常参加体育活动，能极大地促进他们的独立性、应对能力、竞争力和团队精神。虽然积极的体育活动是有益的，但据报道，由于学生的残疾和缺乏参与机会，残疾儿童很少参加体育活动。然而，关于残疾学生经常参加的体育活动类型、他们参加这些活动的频率以及他们参加活动的时间，目前还没有相关的文献报道。本研究采用解释性顺序混合方法设计，从 194 名残疾学生（其中男生占 68.0%，女生占 32.0%）和 3 名教师那里收集了定量数据（问卷）和定性数据（访谈），以了解残疾学生主要参与的 PAS 类型、参与频率以及参与时间。研究结果表明，只要有活动和机会，学生通常会长期参加不同的体育活动。因此，建议不仅要经常组织和鼓励特殊学校的学生参加适合残疾人的体育活动和体育赛事，而且利益相关者也应为学生提供参与的机会。
{"title":"Enhancing inclusive physical activity for students with disabilities: Patterns and opportunities","authors":"Joyce Mawena, Richmond Stephen Sorkpor","doi":"10.29333/aquademia/14430","DOIUrl":"https://doi.org/10.29333/aquademia/14430","url":null,"abstract":"Physical activities and sports (PAS) participation primarily aim to contribute to enhancing the basic motor skills of students and their physical competencies to directly promote the behavioral, cognitive, and social skills of students to help enhance their future physical activity patterns. Regular physical activity participation among children with disabilities greatly fosters independence, coping abilities, competitiveness, and teamwork. Although active physical activities are beneficial, children with disabilities’ participation in physical activities has been reported to be little as a result of students’ disabilities and their lack of opportunities for participation. However, literature is yet to report on the types of PAS regularly participated in by students with disabilities, how frequently they engage in such activities, and how long a time they spend during their participation. This current study employed an explanatory sequential mixed method design that helped in the collection of both quantitative data (questionnaire) and qualitative data (interviews) from 194 (comprising 68.0% male and 32.0% female) students with disabilities and three teachers on types of PAS students with disabilities mostly participate in, how frequent and how long a time they spend during PAS participation. The findings of this study revealed students very often participate in physical activities in different activities for a long period as long as activities are made available, and opportunities provided. It is, therefore, recommended that not only should disability-friendly physical activities and sporting events be organized frequently and encouraged among students in special schools, but stakeholders should make opportunities available to students to participate.","PeriodicalId":488806,"journal":{"name":"Aquademia","volume":"653 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140749377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.29333/aquademia/13711
Benjamin Anim-Eduful, Kenneth Adu-Gyamfi
Chemical analysis is one of the important areas in learning chemistry as it inculcates in students the spirit of deductive reasoning enabling them to apply theoretical knowledge acquired in practical problems. Organic qualitative analysis (OQA) offers students the opportunity for identification of unknown organic chemicals in substances including toxic substances. Students’ alternative conceptions in OQA have been reported in the literature with the nature of the alternative conceptions yet to be investigated. Thus, this study investigated the nature of students’ alternative conceptions in OQA using a four-tier diagnostic test instrument. With the use of a cross-sectional survey design, 345 senior high chemistry students were randomly selected to participate in the study. The quantitative data collected were analyzed using descriptive statistics. The findings of the study revealed the nature of students’ alternative conceptions in OQA as significant and genuine. The study, therefore, recommended to chemistry teachers and educators to help not only diagnose students’ alternative conceptions but also explore the nature of their alternative conceptions as this helps in selecting more effective instructional teaching strategies that cause conceptual changes in students to help improve their conceptualization of abstract chemistry concepts.
{"title":"Nature of senior high school chemistry students’ alternative conceptions in organic qualitative analysis","authors":"Benjamin Anim-Eduful, Kenneth Adu-Gyamfi","doi":"10.29333/aquademia/13711","DOIUrl":"https://doi.org/10.29333/aquademia/13711","url":null,"abstract":"Chemical analysis is one of the important areas in learning chemistry as it inculcates in students the spirit of deductive reasoning enabling them to apply theoretical knowledge acquired in practical problems. Organic qualitative analysis (OQA) offers students the opportunity for identification of unknown organic chemicals in substances including toxic substances. Students’ alternative conceptions in OQA have been reported in the literature with the nature of the alternative conceptions yet to be investigated. Thus, this study investigated the nature of students’ alternative conceptions in OQA using a four-tier diagnostic test instrument. With the use of a cross-sectional survey design, 345 senior high chemistry students were randomly selected to participate in the study. The quantitative data collected were analyzed using descriptive statistics. The findings of the study revealed the nature of students’ alternative conceptions in OQA as significant and genuine. The study, therefore, recommended to chemistry teachers and educators to help not only diagnose students’ alternative conceptions but also explore the nature of their alternative conceptions as this helps in selecting more effective instructional teaching strategies that cause conceptual changes in students to help improve their conceptualization of abstract chemistry concepts.","PeriodicalId":488806,"journal":{"name":"Aquademia","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.29333/aquademia/13697
Dimitra Kazantzidou, Konstantinos T. Kotsis
This study examines the accuracy of the content of Charles Perrault’s fairy tales in terms of sciences. Qualitative content analysis was used to analyze seven fairy tales. The texts were examined to identify and record the scientific mistakes and inaccuracies and the alternative ideas they may create in children. Errors and inaccuracies were organized into a four-category system. The results provide teachers with incorrect representations of physical concepts and phenomena in fairy tales. Finally, proposals are presented for utilizing these books in teaching sciences.
{"title":"Misconceptions for concepts in sciences in Charles Perrault’s fairy tales","authors":"Dimitra Kazantzidou, Konstantinos T. Kotsis","doi":"10.29333/aquademia/13697","DOIUrl":"https://doi.org/10.29333/aquademia/13697","url":null,"abstract":"This study examines the accuracy of the content of Charles Perrault’s fairy tales in terms of sciences. Qualitative content analysis was used to analyze seven fairy tales. The texts were examined to identify and record the scientific mistakes and inaccuracies and the alternative ideas they may create in children. Errors and inaccuracies were organized into a four-category system. The results provide teachers with incorrect representations of physical concepts and phenomena in fairy tales. Finally, proposals are presented for utilizing these books in teaching sciences.","PeriodicalId":488806,"journal":{"name":"Aquademia","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135151912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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