Science Education International

Editorial

Bulent Cavas — 2024-12-30

Dear Readers,

We are excited to present the December issue of Science Education International, a collection of 13 innovative and insightful articles that explore the diverse landscape of science education worldwide. This issue features contributions from educators in Estonia, Ukraine, Bangladesh, Türkiye, Portugal, Ghana, South Africa, the Philippines, Indonesia, Germany, and Georgia, offering a truly global perspective on the challenges and opportunities in science teaching and learning. The first article, written by 4 different countries; science educator, is with a thought- provoking study exploring the intersection of culture and science education in addressing wicked problems such as pandemics, war, and natural disasters. By examining teacher perceptions in countries grappling with diverse challenges – the war in Ukraine, the earthquake in Turkey, refugee influx in Estonia, and recurring floods in Bangladesh – the research delves into how science education can be more effectively integrated with cultural considerations. This cross-cultural analysis provides valuable insights into how teachers perceive the roles of both culture and science in navigating complex societal issues. The second article in this issue focuses on a critical and timely topic: eco-anxiety in early childhood. This study investigates the eco-anxieties of young children (ages 4-8) regarding drought, forest fires, and endangered species. Utilizing qualitative research methods, the study reveals a high prevalence of eco-anxiety among these children, highlighting the profound impact of environmental issues on their emotional well- being. The findings underscore the need for a more nuanced understanding of children's perspectives on environmental problems and the importance of incorporating their emotional experiences into environmental education and public discourse. The third article in this issue investigates the effectiveness of an Erasmus+ project that engaged pre-service elementary teachers in a socio-scientific scenario focused on green cities. Through a panel discussion activity, participants explored different stakeholder perspectives on transforming a city into a greener space. The study found that this approach effectively promoted a holistic understanding of environmental issues and enhanced pre-service teachers' capacity for justified decision-making. These findings highlight the potential of such projects to cultivate critical thinking, responsible citizenship, and innovative teaching practices in future educators. The fourth article investigates the effectiveness of educational strategies in combating plant blindness and fostering a deeper understanding of biodiversity among pre- service teachers in Portugal. The study examines the impact of field trips and research activities focused on plant biodiversity on student teachers' interest, knowledge, and conceptual understanding. While the findings demonstrate a significant improvement in reducing plant blindness and enhancing biodiversity understanding, the study also highlights the challenges of changing deeply ingrained attitudes and perceptions towards plants. The fifth article focuses on identifying common difficulties and areas for improvement in organic synthesis among undergraduate chemistry students in Ghana. By analyzing student responses to mid-semester examinations, the study reveals significant challenges in areas such as reaction mechanisms, drawing resonance structures, and proposing synthesis of target molecules. The findings underscore the need for focused interventions and teaching strategies to enhance students' understanding of fundamental concepts and improve their problem-solving skills in organic synthesis. The sixth article explores how physics teachers perceive the utilization of Concept Cartoons as a formative evaluation tool in the teaching of Newtons Laws. This study, conducted with teachers in the Nelson Mandela Bay district of Gqeberha, South Africa, found that while teachers were not initially using formal assessment techniques effectively, the intervention, which focused on the use of Concept Cartoons, significantly improved their understanding of how to use this tool to assess student understanding of Newtons Laws. The study highlights the potential of Concept Cartoons as a valuable formative assessment tool for enhancing student learning in science. The seventh article investigates the current state of STEM education implementation across ASEAN countries. By analyzing existing literature, this study provides a comprehensive overview of STEM education practices, their implementation status, and their impact on learners. The findings highlight the need for a shared understanding of STEM implementation within the ASEAN community to guide educators and policymakers in developing more effective and consistent STEM education programs. The eighth article investigates how Filipino STEM learners perceive and navigate the learning process of science concepts in the wake of the pandemic. This qualitative study explores the strategies and approaches employed by both learners and teachers to develop conceptual understanding. The findings reveal a range of learning strategies, including extended reading, seeking help from others, self-directed learning, and experiential learning. The study highlights the importance of diverse and personalized learning approaches that cater to the individual needs and learning styles of STEM learners. The ninth article analyzes science questions from the Basic Education Certificate Examination (BECE) in Ghana, examining their alignment with Bloom's Taxonomy. The study found that the majority of questions assessed lower-order thinking skills, such as remembering and understanding, with limited emphasis on higher-order thinking skills like analysis, evaluation, and creation. The findings highlight the need to incorporate more higher-order thinking skills in the BECE to better assess students' scientific literacy and encourage deeper learning in science education. The tenth article presents the development and validation of an Instructional Activity Framework that integrates Design-Based Learning and Computational Thinking (CT) within a physics experiment design course. This innovative framework aims to enhance student engagement, foster computational perspective, and develop CT skills. The study involved a systematic literature review, content validity assessment, and statistical analysis with a group of 23 students. The findings demonstrate the effectiveness of the framework in significantly influencing student engagement, CT processes, and perspectives. This research provides valuable insights for educators seeking to integrate CT and design-based learning to enhance student learning experiences in science education. The eleventh article investigates the effectiveness of Structure of the Observed Learning Outcome (SOLO)-based formative assessments in improving student comprehension of seismic events. Employing a mixed-methods approach, the study demonstrates a significant positive impact of SOLO-based assessments on student learning and highlights their high acceptance among students. The findings provide valuable insights for educators on the pedagogical benefits of SOLO-based assessments and offer actionable suggestions for their effective implementation in science education. The twelfth article explores the opinions and attitudes of prospective primary school teachers regarding the use of digital media in out-of-school learning places. While recognizing the potential benefits of this combination, the study reveals that prospective teachers have concerns and reservations about its practical implementation, citing challenges such as technical issues and their own perceived lack of skills. This research provides valuable insights into the perspectives and concerns of future educators regarding the integration of digital media in out-of- school learning environments. The thirteenth article is related to the critical role of Technological, Pedagogical, and Content Knowledge (TPACK) in effective science teaching. The study employs a quantitative approach, utilizing the TPACK questionnaire and data from the Association of Physics Teachers of Georgia, to investigate the TPACK levels of physics teachers. Through confirmatory factor analysis, the study identifies four distinct factors, offering valuable insights into the nuanced relationship between technology, pedagogy, and content knowledge in physics education. The findings provide a crucial foundation for improving teacher education programs and supporting the effective integration of technology in physics classrooms. As the world becomes increasingly interconnected, it is more important than ever to cultivate a globally minded citizenry. Science education plays a crucial role in this endeavor by equipping students with the knowledge and skills they need to address complex global challenges. We believe that the articles in this issue offer valuable insights for educators, policymakers, and researchers seeking to improve science education worldwide. We would like to express our sincere gratitude to the authors for their contributions and to the reviewers for their careful evaluations. We hope that this issue will stimulate further research and discussion on the critical issues facing science education today.

Navigating Wicked Problems through Science Education and Culture: Insights from Bangladesh, Estonia, Turkey, Ukraine

Tapashi Binte Mahmud Chowdhury — 2024-12-30

In dealing with wicked problems, such as pandemics, war, economic inflation, refugee influx, plus natural disasters such as earthquakes or floods, culture is seen as playing a strong role in determining peoples’ responses. While school science education seeks to promote an awareness of, and even a preparedness toward, dealing with wicked problems, the isolation of school science from culture can result in promoting an image of science, within students, as unaccounted for and unaffected by cultural experiences. In reducing the gap between science education and culture, this study seeks to identify teacher perceptions toward a combined role to be played by both science education and culture in co-addressing wicked problems. In so doing, this study takes into consideration teacher views on four wicked problems – the current war in Ukraine, the recent earthquake in Turkey, a refugee influx into Estonia, and the reoccurring floods in Bangladesh. Through semi-structured interviews with 5 volunteer teachers from each country, the study explores teacher perceptions toward the roles played by culture and science education separately and possible ways to combine these so as to promote a culturally relevant, responsive, and adaptive science education orientation. The significance of this study lies in the multicultural nature of the research, seen as allowing the researchers to gain multicultural perspectives from science teachers with first-hand experience related to wicked problems.

Early Childhood Eco-Anxieties Regarding Environmental Problems

Dilek Erol — 2024-12-30

Eco-anxiety is the sense of loss that an individual feels in the face of environmental problems, which includes emotions such as sadness, anger, and distress. This study aims to identify early childhood children's eco-anxieties related to the problems of drought, forest fires, and endangered species. The study was conducted with 55 children in the 4-8 age group attending a public school. Since the study aims to identify children's eco-anxieties as they are, the study was designed as a qualitative case study. The data were obtained through a structured interview form and analyzed through content analysis. According to the study results, 96% of children have eco anxieties about drought, forest fires, and endangered species. Adverse changes in the environment, losses in the child's life, loss of life, loss of food, human indifference, and economic anxiety were identified as the root causes of children's eco-anxiety. Considering the data, the eco-anxiety experienced by children should be considered in public studies to be prepared and carried out on environmental problems, information to be shared in the media, and environmental education activities at schools, and actions should be designed to solve environmental problems.

“Green Cities:” A Panel Discussion Activity for Promoting Pre-Service Teachers’ Skills Oriented toward Environmental Education

Cláudia Faria — 2024-12-30

The purpose of this study was to analyze the potentialities of a learning module, created within an Erasmus+ project, which involved pre-service elementary teachers in a socio-scientific scenario related to green cities. The participants were involved in a panel discussion activity, with the main objective of discussing and reflecting on how to transform a particular city into a green city, taking into account the perspectives of the different stakeholders. A total of 60 pre-service teachers and one teacher educator were involved. In this case study, data were collected through a pre- and post-questionnaire, on the importance of a set of transversal skills at a professional and personal level, two focus-group interviews, and a panel discussion analysis. The results revealed that this activity has the potential to promote pre-service teachers’ competence to assume a holistic view of an environmental issue, contributing to the development of their capacity to make “justified decision-making.” It also allowed pre-service teachers to experience and reflect on new visions of science education from a learner’s perspective. These outcomings are extremely important for helping pre-service teachers to create innovative learning contexts capable of promoting more critical, responsible, and proenvironmental active citizens.

Biodiversity Conceptualization and Plant Blindness in Portuguese Student Teachers

Sílvia Ferreira — 2024-12-30

Biodiversity is a multidimensional concept, and its integration into school curricula is essential for promoting sustainable development. Plants are central to the biodiversity of ecosystems; however, student teachers often fail to recognize them and understand their importance. This phenomenon, known as “plant blindness,” was first introduced in the late 20th century. This study is focused on a Portuguese pre-service teacher education degree in Basic Education and addresses the following problem: To what extent educational strategies that value interaction with plants contribute to the promotion of biodiversity and to prevent plant blindness in student teachers? Twenty-seven undergraduate students enrolled in two elective subjects completed a questionnaire before and after the implementation of educational strategies, which included field trips and research activities. Data from a selection of questions are presented, regarding some dimensions of the concepts of biodiversity and plant blindness, namely, students’ interest in nature and biodiversity, the complexity of their conceptualization of biodiversity, and their awareness and knowledge of plants. Key findings reveal a significant improvement in reducing plant blindness and enhancing understanding of biodiversity but not in students’ interest. The overall results highlight the importance of exploring plant rich environments and introducing students to plant biodiversity in their immediate surroundings, but also the resistance of concept change.

Unmasking Approaches and Errors to Synthesis-Type Problems: Insights from Undergraduate Chemistry Students

Ernest Koranteng — 2024-12-30

This study aimed to uncover common difficulties and possible areas for improvement by focusing on the approaches and errors made by 3rd-year undergraduate chemistry students in solving organic synthesis problems. The study employed a purposive sampling technique to select 112 undergraduate chemistry major students to participate in this study. Students’ responses to synthesis-type problems from mid-semester examinations within the framework of a synthetic methodology course in a Ghanaian University were examined. The primary data collection tool was a mid-semester examination that employed deductive coding systems to analyze students’ responses. The study’s findings revealed that while many students performed well in identifying and providing reagents for the given reactions, a lot more struggled with other types of synthesis problems. Specifically, the reaction mechanism-type questions recorded the lowest scores and most errors among the synthesis problems. Asignificant number of students (67.0% and 66.1%, respectively) encountered difficulties in drawing complete reaction mechanisms and proposing the synthesis of target molecules, respectively. The results further indicated that students may have relied on rote memorization in solving synthesis problems. Students’ significant errors included the inability to draw resonance structures, expand atoms/bonds, map atoms, generate starting material/chemical equivalent, and draw correct products. However, students showed glimpses of using retrosynthesis analysis through the disconnection approach and exhibited a good usage of arrows in arrow-pushing formalism. The study recommends focused interventions and teaching strategies to enhance students’ understanding of reaction mechanisms, drawing of resonance structures, expanding atoms/bonds, mapping of atoms, starting material generation, and problem-solving skills in organic synthesis. Besides, students should be provided with ample practice for synthesis design by educators.

Enhancing Formal Assessment Using Concept Cartoons in Physics: A Teacher’s Perspective

William Zivanayi — 2024-12-30

Fostering methods that promote learners’ conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton’s Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Postintervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton’s Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts.

STEM Education in ASEAN Countries: Practices and Way Forward

Jackylou Sarsale — 2024-12-30

Several countries have developed STEM education to boost global competitiveness. Studies on the implementation of STEM have revealed that educators and curriculum developers employ a variety of frameworks. These variances highlight the need for educators in the ASEAN community to have a shared understanding of STEM implementation to guide their teaching practice. We analyzed the literature on STEM implementation to create a knowledge base that would better guide policymakers and educators. The initial literature search identified 988 studies, but only 11 articles met the inclusion criteria for selection. We report on STEM education practices in ASEAN countries, their implementation status, and their impact on learners. We also discuss the geographical and practical gaps and highlight critical areas for future inquiries.

Exploring Active Learning Strategies in Science among Senior High School STEM Learners and Teachers

Ananias Jr Yunzal — 2024-12-30

With the recent data revealing the performance status of Filipino learners in science aggravated by the negative effects of the pandemic, a concerted effort is directed toward exploring how learners learn science concepts in the current educational landscape to address issues of poor conceptual understanding and a learning gap. This qualitative study explored the perceptions of STEM learners on different ways of learning science concepts and how teachers developed the habits and attitudes of learning science among their students to develop conceptual understanding. Using a descriptive phenomenological approach, a semi-structured interview guide was conducted among 15 teachers with their corresponding students (n = 60) to explore their strategies and purposeful ways of learning and understanding concepts in science. Thematic analysis revealed five themes that describe STEM learners’ science learning process: extended reading, recalling, and rewriting; seeking help from MKO (more knowledgeable others); self-directed learning; acquisition from learning resources; and experiential learning. Both learners’ and teachers’ narratives emphasized the need for diverse approaches catering to the needs, interests, and contexts of every individual to promote the science of learning among students. While learners are struggling to concretize abstract concepts in science, their varied intentional science of learning enables them to navigate in the learning process.

Examining Ghanaian Lower Secondary School Science Test through Revised Bloom’s Taxonomy

Stephen Adofo — 2024-12-30

This study examined integrated science questions of the Basic Education Certificate Examination (BECE) in Ghana at the end of grade 9. Results from BECE determine which senior high school a student can attend. Science questions (n = 751) over the span of eight years were analyzed in this study and viewed under the lens of the revised Bloom’s Taxonomy using content analysis. Results show that the majority of the test questions fall under the categories of remembering facts and understanding issues in the revised Bloom’s Taxonomy. There were fewer questions related to applying acquired knowledge and analyzing or evaluating issues. Test questions did not include items testing the creation of new knowledge or related combinations. Questions were proportionally distributed across agriculture and environmental science, and the natural sciences (biology, physics, and chemistry). The test also contained several inquiry-related questions distributed across the taxonomy levels and various disciplines. Inquiry questions spanned remembering, understanding, applying, analyzing, and evaluating with most questions belonging to remembering and understanding. By emphasizing higher-order thinking skills such as analysis, evaluation, and creation in test questions, it is possible that the test may direct science education to enhance students’ competencies in their personal and professional lives.

Instructional Process of Design-Based Learning Integration on Computational Thinking: A Framework for Effective Teaching in Course of Physics Experiment Design

Suritno Fayanto — 2024-12-30

Design-Based Learning and computational thinking (CT) are two key components that support each other specifically in the learning process involving the development of experimental design. Both components emphasize the importance of integration between computational thinking and design-based learning to support a creative, innovative and data mining-based learning environment. In this context. The formulation of a holistic instructional process framework by integrating design-based learning and computational thinking is very important. Therefore, this study aims to designing an Instructional Activity Framework of Design-Based Learning Integration on CT. In addition, this study involves design validation and statistical analysis to determine the validity of the design and its effect on the variables of student engagement, computational perspective, and CT process. The instructional process framework was developed using a systematic literature review, validation analysis using the content validity index (CVI), and statistical analysis using a one-sample t-test. This study was conducted in the physics experiment design course with 23 students. The instrument consists of a CVI, student engagement, CT process, and perspective. The analysis showed that the instructional activities of design-based learning integration in CT stages are as follows: (1) Find, define, and develop an idea (abstraction); (2) background research (decomposition); (3) build an artifact (algorithm thinking); and (4) design the final product (generalization and evaluation). An I-CVI/Ave score of 1 means the design check using the CVI was acceptable. Moreover, the result of one sample t-test analysis showed that the implementation of the learning process framework was significantly influenced by student engagement (p < 0.05), CT process (p < 0.05), and CT perspective (p < 0.05). Therefore, these results support the learning process framework, specifically in the physics experiment design course.

SOLO-based Formative Assessments in Teaching and Learning Earthquakes

Conie Mae Sudaria — 2024-12-30

The study examined how well Structure of the Observed Learning Outcome (SOLO)-based formative evaluations might improve students’ comprehension in the context of science education, with an emphasis on seismic events like earthquakes. Using a mixed-method research design, the study assesses students’ entry understanding, how they advance through formative assessments, and how they consolidate their knowledge at the exit phase. Study findings revealed a significant difference between students’ understanding (t = 26.128, p = 0.000) and high acceptance of SOLO-based assessments (μ = 4.47, SD = 0.42). Simultaneously, qualitative insights shed light on emerging themes, emphasizing students’ adoption of particular teaching strategies and cooperative learning approaches. The results highlight the pedagogical benefits of SOLO-based assessments and support their inclusion as a crucial element of contemporary science instruction. In addition, actionable suggestions are outlined for instructors and curriculum developers, focusing on incorporating visual aids and cooperative learning techniques. Although the study provides invaluable insights, it also recognizes its inherent limits and suggests directions for future research to build on and improve upon these findings.

Digital Media at the Out-of-school Learning Place - A Qualitative Interview Study with Prospective Science Teachers

Annkathrin Wenzel — 2024-12-30

Children and young people grow up with a wide range of media, which they are expected to use in different settings. One possibility is the use of digital media in out-of-school learning places, which is currently being expanded. However, there has been little research into the combination of the two fields to date. This study was designed to address this research gap. The study focuses on the opinions and attitudes of prospective primary school teachers on this combination. This is of great importance as, due to current developments, prospective teachers could often find themselves in the situation of being able or having to combine the two fields. 20 prospective teachers (M =23 years, SD = 2.6) took part in the interview study. All prospective teachers have a positive attitude toward digital media. However, most of them are very critical of their use in out-of-school learning places. However, they can name some possible applications and advantages. On the other hand, there are hurdles such as technical problems or their missing skills.

From Measuring to Action: The Next Steps in Physics Teachers’ Technological Pedagogical Content Knowledge

Ana Mgeladze — 2024-12-30

The Technological, Pedagogical Content Knowledge (TPACK) model serves as a comprehensive conceptual framework that delineates the essential knowledge domains teachers must possess to effectively integrate technology within educational settings. By synthesizing technological knowledge, pedagogical knowledge, and content knowledge, TPACK empowers educators to create innovative, engaging, and meaningful learning experiences that cater to diverse student needs. Extensive research has indicated that teaching practices informed by the TPACK framework can significantly enhance student motivation, foster critical thinking skills, and improve overall academic performance. Moreover, the successful implementation of TPACK is contingent upon several critical factors, including ongoing professional development opportunities for educators, the availability of adequate technological resources, and the cultivation of a supportive school culture that encourages collaboration and experimentation. A recent paper presents, the results of a quantitative study conducted using the TPACK questionnaire. Data are collected utilizing the database of the Association of Physics Teachers of Georgia. Confirmatory factor analysis for the constructs’ reliability is conducted. The results of the factor analysis are grouped into four factors, which differ from those in other studies and are discussed below. Based on these findings, recommendations are provided for the improvement and integrating technology into physics teacher education.