Science Education International

Editorial

Sun, 31 Mar 2024 08:19:27 -0600

As we delve into the March 2024 issue of the Science Education International, we are pleased to showcase a rich tapestry of research articles that highlight the breadth and depth of contemporary science education. Spanning across various countries and addressing a wide array of topics, these articles offer valuable insights and innovative approaches to enhancing science learning experiences.

Examining Student Perception on Mobile Augmented Reality Integration, Gender Differences, Learning Styles, Feedback, Challenges, and Opportunities in an Online Physics Class

Dionafer Bangga-Modesto — Sun, 31 Mar 2024 00:00:00 -0600

This study aimed to investigate the perception of STEM students (n = 147) on using mobile Augmented Reality (AR) across gender and learning styles in physics online classes. It utilized embedded mixed-method research and purposive sampling. An instrument named Students Perception in Integrating Mobile AR in Physics Class was developed and has undergone a series of validations such as item generation from literature review, content validation, cognitive interview, pilot testing, and exploratory factor analysis revealing two factors, CFA with indices that are of acceptable value, and good Cronbach alpha (α = 0.86) for reliability. Mean, standard deviation, percentages, two samples t-test, and thematic analysis were used to analyze the data. Results revealed that all students have a source of internet connection as well as a device to use and most of them have a very stable to somewhat stable internet connection. Positive feedback was shown in terms of overall learning experience and perception across gender and learning styles. However, in terms of overall usability, females have more ease of use compared to males and kinesthetic learners only have a positive response. It was also found that there is no significant difference across gender. Moreover, the integration of AR in a physics lesson has received excellent responses from both students with and without prior experience in a classroom setting. All of the difficulties the students encountered were technological in nature. There are also opportunities to improve the integration of mobile AR in the technical and learning process. These results suggest that teachers should integrate mobile AR in online physics classes but should consider factors such as Internet connection, device, gender, and learning styles in developing the application.

Examining the Mediating Role of STEM Attitudes between STEM Pedagogical Content Knowledge and STEM Intra Class Practice Self-Efficacy

Pınar Çavaş, Ahmet Kara, Şengül S. Anagün, Aslıhan Ayar — Sun, 31 Mar 2024 08:28:35 -0600

The general purpose of this research is to examine the mediating effect of STEM attitudes between STEM pedagogical content knowledge and STEM intra class practice self-efficacy. This research was conducted in a causal design. A total of 345 teacher candidates, 261 female (75.7%) and 84 male (24.3%), were included in the research. The data was collected with the STEM Pedagogical Content Knowledge Scale (STEMPCKS), Attitude Scale for STEM Education (STEMAS) and STEM Intra Class Practice Self-Efficacy Perceptions Scale (STEMICPSEPS). Path analysis technique was used in data analysis. In addition, bootstrapping analysis was used to evaluate the significance of the mediating effect of STEM attitudes. At this point, 1000 resamples were made and lower-upper bound confidence intervals were determined. In research results, the mediating effect of STEM Attitudes was found to be significant in the relationship between STEM Pedagogical Content Knowledge and STEM Intra Class Practice Self- Efficacy.

Keywords: Path analysis, STEM attitudes, STEM intra class practice self-efficacy, STEM pedagogical content knowledge.

Hierarchical Organization in Concept Maps as a path to explain the Elaboration of Knowledge in the History of Science

Paulo Victor Souza, Marta Máximo Pereira, Ariane Baffa Lourenço — Sun, 31 Mar 2024 08:31:45 -0600

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students’ answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

Determining Science Education Students’ Career Aspirations and Future Career Perspectives: A Narrative Inquiry

Danilo Villar Rogayan, John Ray V. Saldivar, Lyka P. Basilio, Niño Ganalon — Sun, 31 Mar 2024 08:40:51 -0600

Despite achieving similar college degrees, students venture into different paths post-graduation. Having a career plan with career aspirations and future career perspectives is essential for an individual to have a more straightforward career path. This qualitative narrative inquiry research determined science education students’ career aspirations and future career perspectives. Nineteen college science education students in a state university in Zambales, Philippines, were asked about their written narratives describing their career aspirations and future career perspectives. Data from the participants were subjected to thematic analysis following Braun and Clarke’s (2006) framework. Findings showed that science education students’ career aspirations were (a) to teach and inspire students, (b) to pursue advanced studies, (c) to take licensure examinations, (d) to work abroad, and (e) to shift career. Meanwhile, the science education students’ perspectives toward their career after 10 years were (a) to become successful in the teaching field, (b) inspiring and teaching the students, (c) contented in the chosen profession, and (d) willing to embark on another journey. Based on the findings, researchers recommended the creation of career guidance and career management programs among graduating students to provide more apparent career aspirations and career perspectives among them as they become future professionals.

Individual, Vocational, and Societal Dimensions of Relevance of Science Education

Nino Javakhishvili, Marika Kapanadze, Lia Dzagania — Sun, 31 Mar 2024 08:44:13 -0600

The relevance of science education and its individual, societal, and vocational dimensions is important issues for the modern learning and teaching process in many countries. These dimensions are considered based on the data obtained from 1541 Georgian students. The study was conducted within the frames of the international ROSES project. The structure analysis of the ROSES questionnaire was conducted to define scales and individual items, which then were processed accordingly and relevant conclusions were drawn. The study findings reveal that Georgian students from basic and secondary schools demonstrate motivation and interest in learning science, participate in extracurricular activities, use social media for study aims, are concerned about environmental problems, and consider science classes interesting. However, the levels of interest, motivation, and positive attitudes are not high and the correlations between them are weak. The study shows that the vocational and societal dimensions of the relevance of science education are relatively better represented in our sample, but the individual dimension lags behind. Both structural and content findings might serve educators from similar contexts.

The Understanding of Scientific Inquiry by Teachers in Initial Training: A Comparative Study between Brazilian and Portuguese Undergraduates

Sun, 31 Mar 2024 08:47:05 -0600

Understanding the relevant aspects of the construction of knowledge in science, as well as the elements that are an essential part of a scientific inquiry, need to be discussed in teacher training courses in the area of natural sciences. This study aimed to identify and classify investigative elements present in the conceptions of undergraduates from a university in Brazil and another in Portugal who will be working in basic education. This is a qualitative study using content analysis to identify categories based on the students’ responses, and a quantitative approach using descriptive statistics to quantify the absolute frequency of each response. The data were obtained during a preparatory course on inquiry teaching given to 30 undergraduates from both countries in 2023 through the analysis of a problem situation involving forensic entomology. The results showed that the most frequent investigative elements present in the students’ answers are the problem, the formulation of hypotheses, the collection, analysis, and interpretation of data, and the conclusion.

A Digital Instructional Book: A Tool For Improving Students' Learning Outcomes on the Redox Reaction

I Wayan Redhana, Ida Bagus Nyoman Sudria, I Nyoman Suardana — Sun, 31 Mar 2024 08:50:38 -0600

The rapid development of information and communication technology demands the production of digital products. This study aims to produce a digital instructional book based on Balinese local cultures to enhance the learning outcomes of high school students. The development of this book used the ADDIE model. The analysis phase included an analysis of the chemistry curriculum, teachers’ and students’ opinions about digital books, digital learning, and Balinese local cultures related to the chemistry content. The design phase included creating a framework and preparing a digital instructional book based on Balinese local cultures. The development phase included validation by content, language, and media experts. The implementation phase included testing the practicality and effectiveness of the book. The evaluation phase was carried out at all phases of the ADDIE model. The characteristics of this book were that it was made in a digital form and integrated with local Balinese cultures. It met the criteria of being a very valid category based on content, language, and media aspects. It also met a practical and effective category to improve students’ learning outcomes. It is very useful to enhance chemistry learning outcomes in the era of the Industrial Revolution 4.0.