Science Education International

Editorial

Bulent Cavas — Sat, 29 Mar 2025 05:33:13 -0600

Dear Readers,

It is with great pleasure that we present the March 2025 issue of Science Education International. This issue features a diverse collection of 11 research articles that contribute to the ongoing discourse in science education. The studies included in this edition reflect a broad spectrum of perspectives, methodologies, and educational contexts, highlighting the global nature of research in this field.

The authors of these articles represent a wide array of countries, each bringing unique insights into science education. Contributions come from researchers in Estonia, Finland, Israel, Ethiopia, South Africa, the Philippines, India, Spain, Nigeria, Taiwan, and Turkey. This geographical diversity underscores the journal’s commitment to fostering an international dialog that advances science education worldwide.

The articles featured in this issue explore various critical aspects of science education, including innovative teaching methodologies, the role of technology in science learning, curriculum development, and strategies to enhance student engagement and scientific literacy. Through empirical research, theoretical discussions, and practical applications, these studies offer valuable implications for educators, policymakers, and researchers alike.

The first article, “Promoting Young Science Education Researchers through a Series of International Seminars,” authored by Regina Soobard and Miia Rannikmäe from Estonia, Jari Lavonen from Finland, and Rachel Mamlok-Naaman from Israel, explores the impact of a series of 3-day international seminars on PhD students’ professional development. These seminars, conducted in both in-person and hybrid formats, provided a platform for networking, academic writing, reviewing, and discussion. Feedback from participants highlighted the significance of non-formal activities in fostering academic collaboration and enhancing research skills. The findings emphasize the importance of long-term motivation and structured support systems for PhD students in science education.

The second article, “Prospective Teachers’ Perceptions of Using Information and Communication Technologies in Biology Education: Insights from Some Colleges of Teacher Education in Ethiopia,” by Adane Sifer Besir, Getachew Sime Feyissa, Mulugeta Yayeh Worku, and Girma Tilahun Yimer from Ethiopia, examines prospective teachers’ attitudes toward integrating ICT in biology education. Using a mixed-method approach with surveys and interviews, the study found that while most participants held positive views of ICT, gender and experience significantly influenced perceptions. The findings highlight the necessity of targeted training programs to bridge gaps in ICT competence among future educators.

The third article, “An Assessment of Teacher Professional Development Interventions for the Integration of Indigenous Knowledge in Science,” authored by Nishaal Bhaw, Josef de Beer, and Jeanne Kriek from South Africa, evaluates a professional development intervention aimed at integrating indigenous knowledge into science education. The study, using teacher interviews and portfolio analyses, underscores the value of practical training sessions in enhancing teachers’ pedagogical content knowledge and facilitating the meaningful incorporation of indigenous knowledge into curricula. The research suggests that sustained professional learning opportunities are crucial for fostering culturally responsive science teaching.

The fourth article, “Assessing Senior High School Students’ Awareness of Sustainable Development Goals (SDGs) in a Philippine STEM School,” by Jericho E. Padilla, Jerile Mae E. Casimiro, and Carlo V. Amigable from the Philippines, investigates the awareness and integration of SDGs among STEM high school students. The study, based on survey responses, reveals that formal education plays a crucial role in SDG awareness, but knowledge gaps persist in subjects like Mathematics. The findings advocate for cross-disciplinary approaches and enhanced career guidance programs to better align sustainability education with national priorities.

The fifth article, “Mediating Role of Mathematics and Science Engagement in the Relationship between Attitude toward STEM Education and Subjective Well-being of Adolescents,” by R. N. Kavitha and Jacqueline Kareem from India, explores the interplay between students’ attitudes toward STEM education and their subjective well-being. The study, involving 363 students, finds that engagement in mathematics and science mediates this relationship, suggesting that fostering interactive and hands-on STEM learning experiences can enhance student well-being and academic achievement.

The sixth article, “Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers’ Experiences with a Botanical Inquiry Trail,” authored by I. Corbacho-Cuello, M. A. Hernández-Barco, and A. Muñoz-Losa from Spain, examines how prospective primary teachers’ interest in science and plants influences their learning experiences during a botanical inquiry trail. Findings suggest that higher interest correlates with increased knowledge acquisition and positive emotional engagement. The study emphasizes the importance of outdoor learning and experiential approaches in teacher training.

The seventh article, “Adolescents’ Sources of Sexuality Education and their Sexual Beliefs and Practices: Rethinking the Analog and Digital Sources,” by Atomatofa Rachel, Sekegor Crescentia Ojenikoh, and Emefe Oghenevwairhe from Nigeria, analyzes how adolescents acquire sexuality education and how it influences their beliefs and practices. The study finds that digital sources, particularly the internet, play a dominant role in shaping sexual awareness. The research advocates for comprehensive sexuality education that integrates both traditional and digital learning resources.

The eighth article, “Beyond the Classroom: What do Teachers Know about Teaching Physical Science in the Science Center?” by Lungile Philisiwe Gumede and Patricia Photo from South Africa, investigates science teachers’ knowledge and perceptions regarding teaching in science centers. Findings reveal a preference for hands-on learning but also highlight gaps in understanding how to integrate science center experiences into formal curricula. The study calls for professional development programs to enhance teachers’ competencies in utilizing science centers effectively.

The ninth article, “Strengthening Student Collaboration and Decision-making Skills through Integrated STEM Education: A Research and Development Study,” authored by Bevo Wahono, Astrino Purmanna, Rizki Ramadhani, and Marison Sudianto Manalu from Taiwan, explores the role of integrated STEM education in enhancing students’ collaborative and decision-making skills. Using a structured instructional unit, the study finds significant improvements in these skills, reinforcing the importance of incorporating STEM methodologies into science education.

The tenth article, “College Students’ Knowledge, Attitudes, and Practices Regarding Reproductive Health: Implications to Science Education Curriculum,” by Vinna Mae F. Alegado, Amy Phil F. Domingo, Danilo V. Rogayan Jr., and Jasmine R. Albeza from the Philippines, examines the reproductive health knowledge, attitudes, and practices of teacher education students. The study finds moderate knowledge levels, positive attitudes, and varied practices, highlighting the need for enhanced science curricula to better address reproductive health education in higher education institutions.

The eleventh article, “Examining the Levels of Science Teachers’ Use of Self-Regulation Strategies in their Lessons: The Example of Turkey’s Southeastern Anatolia Region,” by Selahattin Gönen and Serkan Noyan from Turkey, investigates how science teachers employ self-regulation strategies in problem-solving. The study, based on a survey of 800 teachers, finds that multiple self-regulation strategies are frequently used, with no significant differences based on gender, education level, or experience. The research suggests that further studies incorporating qualitative methods could provide deeper insights into teachers’ self-regulation practices.

We extend our gratitude to the authors for their rigorous research and dedication to the field. We also appreciate the invaluable efforts of our peer reviewers, whose expertise and constructive feedback ensure the high quality of publications in Science Education International. Finally, we thank our readers for their continued interest and engagement with the journal.

We hope that this issue provides meaningful insights and sparks further discussions that contribute to the advancement of science education on a global scale.

Bulent Cavas^1,2,3*

1 Editor, Science Education International,

2 Department of Science Education, Faculty of Education, Dokuz Eylul University, İzmir, Türkiye, ,

3 Dean, Faculty of Education, Usak University, Uşak, Türkiye

*Corresponding author: bulentcavas@gmail.com

Promoting Young Science Education Researchers through a Series of International Seminars

Sat, 29 Mar 2025 00:00:00 -0600

The aim of this study is to learn how a series of 3-day international seminars, emphasizing networking, and an academic writing, reviewing, and leading discussions, supports PhD students’ professional learning and development by providing both a formal and non-formal context. The sample of this study consisted of PhD students from three countries – Estonia, Finland and Israel, and study was carried out in 2022 (in-person seminar; n = 20) and 2023 (hybrid seminar; n = 17). After the carefully designed 3-day seminars (including plenary lectures, workshops, and non-formal reflection sessions for PhD students), the feedback was asked from all participants in a format of questionnaire. In addition, interviews with two PhD students from each country were carried out to validate the outcomes from the questionnaire. Based on the results, non-formal activities were seen as supportive for getting to know their fellow PhD students and experienced academics in the field of science education. For many students, presenting their work or undertaking a review for another PhD student was a first-time experience and therefore gave them the opportunity to experience a wide range of activities supportive of being a researcher. In future studies, supporting PhD students long-lasting motivation to work on a doctoral thesis and to commit to PhD studies, can be used as one of the design principles in these types of seminars.

Prospective Teachers’ Perceptions of Using Information and Communication Technologies in Biology Education: Insights from Some Colleges of Teacher Education in Ethiopia

Sat, 29 Mar 2025 06:34:32 -0600

The use of information and communication technologies (ICTs) for teaching and learning is widely acknowledged. However, there is limited research focusing on prospective teachers’ (PTs) perceptions regarding its usage within specific subject areas, notably biology. This study is intended to explore PTs perceptions of using ICT in biology. Mixed-method approaches were used. Questionnaires and semi-structured interviews were used to collect data. The study subjects, 142 PTs, were selected using purposeful and stratified random sampling techniques. The result shows PTs had a positive perception of ICTs, with significant differences based on gender and ICT experience (p < 0.05). As a result, those with less ICT experience, along with females, tend to have a lower perception of ICT use, emphasizing the need for targeted support to bridge these gaps and empower them in ICT integration. The correlation analysis showed ICT usage is positively linked to PTs’ perceived usefulness of ICT (r = 0.48) and their perceived ICT abilities (r = 0.62). Regression analysis revealed that 40.8% of PTs’ ICT usage in biology is predicted by these factors, indicating a strong relationship. The study offers valuable insights for teacher education programs, emphasizing the need to enhance PTs’ ICT skills and self-efficacy, which is critical for advancing educational goals in developing nations such as Ethiopia.

An Assessment of Teacher Professional Development Interventions for the Integration of Indigenous Knowledge in Science

Nishaal Bhaw, Josef De Beer, Jeanne Kriek — Sat, 29 Mar 2025 06:20:20 -0600

A professional development intervention (PDI) was developed for science teachers, focusing on pedagogies to integrate indigenous knowledge (IK) into school curriculum topics. The study aimed to determine which characteristics of science PDIs were imperative to support teacher learning and influence teacher practice for IK integration in science curriculum themes. The conceptual framework encompassed pedagogical content knowledge (PCK), teacher views on the nature of indigenous knowledge (VNOIK), and Guskey’s evaluation framework. The interviews with 62 teachers and the analysis of teacher portfolios, RTOP, and VNOIK revealed that a practical approach to integrating IK into the science curriculum involves providing PD opportunities. These PD opportunities enable teachers to enhance their teaching practices, fostering reflection and the practical application of acquired knowledge within their professional contexts. The study’s uniqueness lies in how the PDI was conceptualized and implemented to support professional learning aimed at IK integration in science teaching.

Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School

Jericho Padilla, Jerile Mae Casimiro, Carlo Amigable — Sat, 29 Mar 2025 00:00:00 -0600

This study examines senior high school students’ awareness and integration of the Sustainable Development Goals (SDGs) within a Philippine STEM school context. Employing a quantitative descriptive design, the research used a structured survey to assess students’ self-reported SDG knowledge, information sources, subject penetration, and the impacts on personal lives and career planning, culminating in the development of an Education for Sustainable Development (ESD) model. Findings reveal that formal education is the predominant source of SDG awareness, yet students show limited understanding of the SDGs’ temporal and geographic scopes. While subjects such as STEM Research, Social Science, Science Elective, and Science Core exhibit robust SDG integration, disciplines like Mathematics demonstrate significant gaps. Furthermore, path analysis indicates that both self-reported knowledge and information channels play a crucial role in shaping learning outcomes, personal engagement, and future career choices – results that underpin the development of a comprehensive Education for Sustainable Development model. These outcomes advocate for the adoption of innovative, cross-curricular pedagogical strategies, and enhanced career guidance programs to more effectively align sustainability education with national strategic frameworks and prepare students for sustainability-driven professional pathways.

Mediating Role of Mathematics and Science Engagement in the Relationship between Attitude toward STEM Education and Subjective Well-being of Adolescents

Kavitha Radha Nair, Jacqueline Kareem — Sat, 29 Mar 2025 06:47:32 -0600

Science, technology, engineering, and mathematics (STEM) education has become a focal point of global discussions in the field of education. It emphasizes an interdisciplinary approach to learning. Subjective well-being of adolescents is characterized as joy to learn, close connectedness in schools, perception of the purpose of education, and the estimation of academic efficiency. This study investigates the mediating role of mathematics and science engagement in the relationship between the attitude toward STEM education and subjective well-being of school students in Kerala. Drawing upon theoretical frameworks from psychology, education, and sociology, this study employs a quantitative approach to data collection and analysis. A sample of 363 secondary and senior secondary students was administered standardized survey tools, measuring attitudes toward STEM education, subjective well-being, and their engagement in mathematics and science classes. Regression and mediation analyses resulted in indicating the positive, mediating effect of mathematics and science engagement in the relationship between the attitude toward STEM education and subjective well-being. Practically, the study suggests that educators should foster positive STEM attitudes through engaging teaching techniques and hands-on activities. Cultivating a positive STEM culture in schools can contribute to students’ well-being and equip them for future success in STEM fields.

Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers’ Experiences with a Botanical Inquiry Trail

Isaac Corbacho-Cuello, Miriam Hernández-Barco, Aurora Muñoz-Losa — Sat, 29 Mar 2025 06:55:10 -0600

This study explores the influence of science and plant interest, alongside emotional responses, on the learning experiences of prospective primary education teachers during a botanical inquiry trail. Conducted at the University of Extremadura (Spain), the research involved 137 participants and valued their science and plant interest, knowledge acquisition, and emotional reactions before and after the trail. Results indicate that participants with higher interest in science and plants demonstrated greater knowledge gains and a more positive evaluation of the activity. Emotional responses, particularly reduced nervousness and increased enjoyment, further contributed to their engagement with botanical learning. The findings highlight the importance of encouraging interest in science and plants in teacher training programs to enhance environmental literacy and promote effective science education. This research underscores the importance of experiential learning strategies like botanical inquiry trails in motivating future educators to integrate active, inquiry-based approaches in their teaching practices.

Adolescents’ Sources of Sexuality Education and their Sexual Beliefs and Practices: Rethinking the Analog and Digital Sources

Rachel Atomatofa, Crescentia Ojenikoh Sekegor, Oghenevwairhe Emefe — Sat, 29 Mar 2025 07:00:52 -0600

This study investigated the awareness level and sources of sex education, beliefs, and practices of adolescents across gender, location, and school type. Sources of sex education were categorized as either analog or digital. Guided by four research questions, a stratified random sample of 162 adolescents with the sampling frame constructed to ensure proportionate representation of adolescents was conducted. Data were collected using a 7-point Likert scale instrument, adolescents knowledge of Sexuality Education Questionnaire. The instrument was rigorously tested for face and content validity, been reviewed, and validated by experts in measurement and evaluation and health education. The Cronbach alpha reliability coefficient was 0.70, indicating moderate reliability on a pilot study of 50 adolescents. Descriptive and inferential statistics were employed to explore relationships. Results showed, the adolescents demonstrated a moderate and comparable level of awareness of sexuality education across groups. The results also showed that digital sources especially the internet had the greatest influence on the adolescents’ sexual awareness, beliefs, and practices across gender, location, and school types. The findings underscore the need for educators and policymakers to create comprehensive and inclusive sex education programs in all schools that integrate both analog and digital sources to cater to the diverse needs of adolescents.

Beyond the Classroom: What do Teachers Know about Teaching Physical Science in the Science Center?

Lungile. P Gumede , Patricia Photo — Sat, 29 Mar 2025 07:05:34 -0600

This study pursues a twofold objective: first, to assess Physical Science teachers’ knowledge in teaching at science centers, and second, to investigate their perceptions of their roles in facilitating teaching within these centers. Employing a qualitative case study method with interviews and observations, eight teachers voluntarily participated. Content analysis was applied to the collected data. Findings reveal a preference for hands-on approaches and demonstrations, however, highlight some teachers’ insufficient understanding of the science center concept. Views on curriculum alignment vary among teachers. In addition, teachers perceive their roles at science centers as non-facilitators, behavior managers, and observers. Implications emphasize the need for targeted professional development to address conceptual gaps and enhance effective integration of science center experiences into the curriculum.

Strengthens the Student Collaboration and Decision-making Skills through Integrated STEM Education: A Research and Development Study

Bevo Wahono, Astrino Purmanna, Rizki Ramadhani, Marison Sudianto Manalu — Sat, 29 Mar 2025 07:35:26 -0600

This research investigates students’ decision-making and collaborative skills within the science teaching and learning process through integrated Science, Technology, Engineering, and Mathematics (STEM) education. Although collaborative skills and effective decisionmaking are vital in the 21st century, many students still lack proficiency in these areas. To address this issue, a structured methodology has been adopted to enhance the development of these skills in science education. The study involves designing and validating an instructional unit for integrated STEM (IUI-STEM) education, which is implemented directly in the classroom. Sixty-four seventh-grade students from two different schools participated in the research. Improvements in decision-making and collaborative skills were analyzed using the Wilcoxon rank-sum test. A valid IUI-STEM education unit was developed specifically for this case study. The findings indicate that learning through integrated STEM education, facilitated by the IUI-STEM unit, significantly improves decision-making skills in science (p < 0.001; Z = −4.644; d = 1.421). Additionally, there is a notable improvement in students’ collaborative skills before and after the integrated STEM education (p < 0.001; Z = −5.102; d = 1.85). By nurturing collaboration and decision-making skills through integrated STEM education, students will be better prepared for success in future academic pursuits and careers that demand strong teamwork and problem-solving abilities.

College Students’ Knowledge, Attitudes, and Practices Regarding Reproductive Health: Implications to Science Education Curriculum

Vinna Mae Alegado, Amy Phil Domingo , Danilo Villar Rogayan, Jasmine Albeza — Sat, 29 Mar 2025 00:00:00 -0600

Maintaining sound reproductive health is crucial for achieving and sustaining optimal overall well-being. Reproductive health encompasses various physical, emotional, and social factors that significantly impact an individual’s quality of life. The present study used a descriptive-correlational research design to determine and explore the relationships between teacher education students’ knowledge, attitudes, and practices (KAPs) on reproductive health in a state university in Zambales, Philippines. A total of 146 respondents completed the online survey questionnaires. Findings showed that teacher education students have a moderate level of knowledge on reproductive health, including the basic components of the reproductive system, the transmission of reproductive diseases, the influence of the environment on reproductive health, and birth control methods. Respondents have very favorable attitudes towards reproductive health in terms of reproductive health education and services. They often practice various activities related to reproductive wellness, reproductive hygiene, and reproductive health resources. When respondents were grouped based on age and year level, their practices showed significant differences. The study reveals a low positive correlation between respondents’ knowledge and attitude towards reproductive health. Documenting teacher education students’ KAP is a useful basis for science curriculum enhancement in education institutions to improve students’ KAPs regarding reproductive health.

Examining the Levels of Science Teachers’ Use of Self-Regulation Strategies in their Lessons: The Example of Turkey’s Southeastern Anatolia Region

Selahattin Gonen, Serkan Noyan — Sat, 29 Mar 2025 07:38:18 -0600

In this study, it was aimed to determine the level of use of self-regulation strategies by science teachers while problem-solving in their lessons according to the variables of gender, education level, and professional exprience. This study was carried out on a total of 800 volunteer science teachers working under the Ministry of National Education (MEB) in Mardin, Batman, Diyarbakir, Siirt, Gaziantep, and Şanliurfa city center and its districts. Descriptive survey method, which is one of the quantitative research approaches, was used in the study. The data of the research were collected with the “Scale of Self-regulation Strategies Used in Problem-Solving.” The scale used was subjected to factor analysis after being applied to our own sample. After this procedure, Confirmatory Factor Analysis was performed using the AMOS program. As a result of the data analysis, it was seen that the fit indices were within the limits determined by the literature. SPSS package program was used in the analysis of the research data. Since the data showed normal distribution, independent group’s t-test and one-way analysis of variance were used for analysis. As a result of the analysis, it was determined that science teachers in the Turkey’s Southeastern Anatolia Region sample frequently used more than one self-regulation strategies while solving problems, and there was no statistically significant difference between their use of self-regulation strategies in problem-solving according to their education level, professional experience, and gender variability (p > 0.05). To obtain clearer results, it is recommended to study on large samples and to triangulate using qualitative methods such as interviews and classroom observations.