FORMÁT VÝUKY PŘEVRÁCENÉ TŘÍDY V ON-LINE PROSTŘEDÍ V HODINÁCH HOSPODÁŘSKÉ ANGLIČTINY NA VYSOKÉ ŠKOLE

The flipped classroom model has been an appealing approach to teaching, primarily in math and science classes. However, several research studies have proven that the flipped classroom method can be successfully implemented in online language classes. This article presents a research study that aims to analyze the impact of the flipped learning approach on Czech university students in English classes. The first part of the study is dedicated to the goals and methodology of the research. The second section discusses the partial outcomes of the research.

Mulheres, flores e suas prisões: reflexões sobre botânica, gênero e ciência com alunas privadas de liberdade

Este artigo apresenta uma pesquisa realizada em aulas de ciências desenvolvidas com base na vertente da História Cultural da Ciência com foco nas práticas botânicas durante os séculos XVIII e XIX. A investigação ocorreu junto ao grupo de pesquisa NIEHCC e com alunas privadas de liberdade, quando do estudo de temas do conteúdo de Biologia na Educação de Jovens e Adultos (ecologia, nomenclatura científica, botânica). O recorte histórico suscitou discussões sobre as relações entre gênero e ciência, a partir da discussão da participação feminina na Botânica no recorte histórico selecionado. A pesquisa histórica indicou que as práticas científicas em que as mulheres se envolveram, em geral, eram restritas ao espaço privado e derivaram de um interesse do contato das mulheres com a ciência. O método etnográfico foi escolhido para análise das intervenções em sala de aula. As alunas trouxeram para as aulas temáticas como homossexualidade, machismo, maternidade na adolescência, papel da mulher, diferenças entre os gêneros, opressões, violência masculina no seio familiar e barreiras no acesso da mulher à escola e ao trabalho, apontando que a abordagem da História Cultural da Ciência possibilitou conectar discussões sobre práticas científicas com o contexto das alunas.Women, flower and their prisons: reflections about botany, gender, science and the social condition of women with female students inmatesAbstractThe paper reports the results of a study carried out in science classes from the Cultural History of Science approach, focusing on Botanical practices during the 18th and 19th centuries. The investigation was carried out with the NIEHCC research group and with students deprived of liberty when studying topics of Biology in Youth and Adult Education's mandatory curriculum (ecology, the scientific terminology, botany). The historical episode aimed to raise discussions about the relations between gender and science with the students, as many women participated in Botany in the selected historical section. The historical research indicated that the scientific practices in which women were involved, in general, were restricted to the private space and derived from an interest in women's contact with science. The ethnographic method was chosen to give voice to the speech of the participating students. Themes as homosexuality, sexism, adolescent motherhood, women's role, gender differences, oppression, male violence within the family, and barriers to women's access to school and work emerged in class, which indicates that the historical discussions were related to the students' context. Keywords: Science Education; Gender and Science; Cultural History of Science; Prison Education.

Finland, A Package Deal: Disciplinary Climate in Science Classes, Science Dispositions and Science Literacy

Finland’s educational prowess, though tempered by recent international assessments, has remained intact. This report focused on lessons that could be learned regarding secondary-level science education from the Program for International Student Assessment (PISA) 2015, science-focused assessment. That PISA iteration included not only science literacy but also students’ science dispositions (epistemology, enjoyment, interest, and self-efficacy) and the schools’ science climate measures (disciplinary climate and teaching support). Due to the hierarchical nature of the PISA data, multilevel models were employed in this Finnish study, involving 5582 students from 167 schools. Science dispositions (as outcome measures) were differently associated with teaching support and disciplinary climate (epistemology with neither; enjoyment and interest, with both). Science literacy (as an outcome measure) was associated with all four science dispositions, whether modeled with each science disposition separately or all four simultaneously. Science literacy was also associated with the disciplinary climate in science classes for all tested models. We concluded that, in the Finnish context, science dispositions and the disciplinary climate were predictive of science literacy. Furthermore, we presented evidence from the literature indicating that these conclusions may well extend to other international contexts.

SECONDARY SCHOOL STUDENTS’ INTEREST IN PHYSICS, CHEMISTRY AND BIOLOGY CONCEPTS FROM DEVELOPMENTAL VIEW

In secondary school, where students begin to be more interested in physics, chemistry and biology, it is an important issue how their interests are in terms of all three subject areas according to grade levels. The aim of this study was to examine and evaluate the interest of secondary school students in the concepts of physics, chemistry and biology taught in science classes by grade level. The participants included 251 students enrolled in 16 different classrooms in the 5th, 6th, 7th and 8th grades in a boarding secondary school located in the Eastern Black Sea Region of Turkey. The study was carried out as a developmental study in single screening model. For compliance with the research pattern, study data were collected with a questionnaire consisting of four open-ended questions, and the questionnaire was given to the students in order to find out their thoughts on the matter under consideration. In addition, the students were asked to draw a picture depicting the place and importance of science in their life and to explain their drawings briefly in writing. The data obtained from the open-ended questionnaire and drawings were analyzed through content analysis. The collected data were classified in categories and themes, and matrices were generated accordingly. In addition, frequency and percentage analysis was performed. As a result, science was found to be mostly associated with concepts regarding biology discipline by the students. Also, overall interest level was found to be higher with physics and biology topics at all grade levels studied here. Keywords: content analysis, science interest, science subjects, secondary school students

Educated Choices Program: Living Lab 2021

Since our 2020 report, the evidence showing the impact of education interventions on animal product consumption has grown, including several peer-reviewed publications using real food outcomes. The Educated Choices Program continues to be one of the leading organizations delivering this proven intervention at a large scale.Our vast and ongoing data collection and analyses can provide further insights into the ways of maximizing the impact of education interventions for reducing animal product consumption. The following recommendations are based on data from 12,513 student survey responses.1. For presentations overall: a. Presentations positively influence students’ intended and self-reported diets. b. Health, animals, and the environment are the most important motivators. c. Taste and family diets are the most important barriers, but their importance is declining over time. d. The most frequently-mentioned theme was animals.2. To optimize content delivery: a. Healthful Eating and Ethics of Eating are the most effective presentations for inspiring change; Future of Food is least effective. b. In-person presentations achieve about 10% more change than online videos.3. To target the most promising students: a. Females, older students, and those in science classes are most open to change. b. More change is achieved in lower-income and more conservative towns, but less is achieved in more agricultural states.As we continue to monitor trends in survey data through the Living Lab, we will also expand our analyses to include follow-up surveys, control group comparisons, email outreach experiments, and experiments using actual food outcomes.

Teaching scientific method to primary school pupils by using the example of adaptation of secondarily aquatic animals to the marine environment

Science classes in public schools are usually strictly linked to several subjects and taught by reference to the reading-listening model. Non-formal educational institutions and events such as ‘children universities’ and science fairs (and to some degree also some private schools) implement elements of interdisciplinary teaching of science and learning through experiments and the use of scientific methods. Workshops conducted within non-formal educational structures prove that only is this method engaging and understandable to primary school pupils, it also is possibly much more effective than the traditional learning style for coding information and explaining common misconceptions in teaching evolution, palaeontology and biodiversity. The example of a scenario for science classes presented here (the so-called ‘aquatic problem’, i.e., adaptations of primarily terrestrial animals – amniotes – to the aquatic environment) uses simple props, such as everyday items, to address the problems that teachers in public school face. Thus, it can be implemented independently of school budgets and availability of school equipment.

The Effects of the COVID-19 Pandemic and Vaccine Knowledge on Vaccine Hesitancy in Adolescents

This research study addresses the issue of vaccine hesitancy in adolescents. The research questions of this study include: To what extent does an adolescent’s experience with COVID-19 influence their vaccine hesitancy, if an adolescent routinely gets influenza vaccinations will they have a lower vaccine hesitancy, will an individual’s vaccine hesitancy impact their willingness to receive a vaccination for COVID-19, and to what extent does an individual's knowledge of vaccines impact their vaccine hesitancy? To obtain participants for this study a random sample of students enrolled in science classes at the researcher’s school were selected. The students completed a 4 part survey which included sample demographics, COVID-19 experience, and routine flu vaccinations questions; knowledge of vaccines questions; the Vaccine Hesitancy Scale; and questions regarding the refusal of vaccines. The study cannot conclude that individuals who know someone who has had COVID or know someone who has died of COVID will be less vaccine hesitant. However, the study is able to conclude with a 95% confidence that individuals who receive the flu vaccine routinely will be less vaccine hesitant. Moreover, it is concluded with greater than 99% confidence that an individual who is more knowledgeable about vaccines or willing to receive a vaccination for COVID-19 will be less vaccine hesitant. The issue of vaccine hesitancy is not only important to address because of the effectiveness of vaccinations, but it is also critical to reduce vaccine hesitancy during the current pandemic, where vaccinations could stop the spread of COVID-19 and ultimately save lives.

Students’ Motivation in Natural Science Classes

The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems

Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks.