Students’ Views on the use of Augmented Reality Technology in Teaching Science

As a result of recent technological developments, many mobile applications used in the educational environments have emerged. One of these applications is the augmented reality technology used in smartphones and tablets. Many augmented reality applications are now prepared with 4D-technology and are employed to transform virtual environments into real life situations. In this study, we examined the views of 6th-grade students about using augmented reality technology in teaching science. Designed as a phenomenological research from the qualitative research methods, this study was conducted with nine 6th-grade volunteer students studying in a secondary school in the district of Göynücek in Amasya Province during the 2017-2018 academic year. The data were collected through interviews, using a semi-structured form. We analyzed the data set, by applying descriptive analysis method using NVivo 9 program. Categories emerged from the student views. We modeled the qualitative data in terms of these categories. Based on the research findings it was concluded that the augmented reality activities carried out provided permanent learning about the systems in our body and increased positive attitudes and interests towards the lessons, according to the students' opinions. We concluded that the science teaching with the use of augmented reality technology will provide positive learning outcomes on students. Further, teachers should receive and be provided with professional development on augmented reality to be able to use it more efficiently. This study is expected to contribute to researchers and practitioners in the future.

Preparation and Self-Efficacy of Science Student Teachers to Teach in English

The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy. Keywords: self-efficacy, science student teacher, teaching preparation, readiness

Barriers in Teaching Science to Students with Special Needs: Exploration From Teachers' Perspectives

Previous research has identified the benefits of science learning to support post-school independence of children with special needs [9]. However, the portion and quality of teaching science to these students is still very limited. This study aimed to explore the barriers faced by teachers in teaching science to children with special needs in both special schools and inclusive school settings. A mixed methods approach was employed to understand the implementation of science learning for children with special needs, especially the support and obstacles faced by teachers and students with special needs. Data were collected through structured interviews and observations of science learning. Interviews and observations were conducted in 11 special classes and 9 inclusive classes when teaching science to reveal the didactic method used by the teacher and the student responses. Guided interviews were conducted with teachers (n = 20, 15 female and 5 male) to understand the teaching process and obstacles experienced. The results of the interviews and observations were validated through a focus group discussion, which was attended by 7 participants. The quality of textbooks with adjustments for students with special needs was found to be the major challenge for teachers as they explained that they have limited time to adjust the content themselves. It was also identified that there is a need for teachers to shift their mindset, as they focus on students’ learning problems as teaching barriers. This study calls for professional development for teachers, with a focus on mindset, teaching strategies and accommodation in science subjects, which would enable teachers to support students with special needs in special and inclusive classrooms. Keywords: science teaching, students with special needs, barriers in teaching

Learning Foreign Languages with Teaching Analytical Chemistry

One of the most interesting disciplines of chemistry is analytical chemistry, which describes the modern methods of teaching science, the use of foreign languages in some terms, as well as the study of science. The current demand is to learn foreign languages from the reader, for the educated in general. In this sense, a student who is learning at least a little bit, at the same time learns the language to a certain extent.

Quality Evaluation of Theses in Teaching Science and Mathematics Program

This study aimed to study quality of theses of master education program in teaching science and mathematics, Mahasarakham University, Thailand which conducted and published during 2016-2019. A 37 theses were studied through systematic approach. Data were collected by 24 questionnaires of theses analysis anecdotal. Mean, standard deviation, and percentage were employed. Results showed that most of thesis focus on action research due to the school contexts. Teaching strategies or innovation which employed are problem-based learning, inquiry-based learning, STEM education and other trending approaches. All of informants or samples are studying in high school level. Overall of quality of thesis can be considered in at good level. The finding is useful for program development and shaping research area for graduate students in the future.

Grade six students’ and teachers’ attitudes towards socio-constructivism in science education

The aim of this study was to investigate the attitudes of Grade 6 students and their science teachers towards a socio-constructivist way of learning and teaching science, compared to the usual way of learning and teaching science; as well as the science teaching practices. The data was collected during a period of eight weeks in two rural primary schools in the Limpopo Province, South Africa. A five-week intervention was conducted during which the researchers taught science in a socio-constructivist way. Observations were conducted as well as interviews with the teachers and 10 students (5 in each school) using the CLES observation guide, CLES interview guide, CLES Actual questionnaire and CLES Preferred questionnaire. The interviewed students also participated in a focus group. The results showed that some elements of socio-constructivism were appreciated by the students and teachers and other elements not. The students’ attitudes were positive about scientific uncertainty and student negotiation and rather negative about critical voice and shared control. The attitudes of the teachers were more ambiguous.

E-STEM project-based learning in teaching science to increase ICT literacy and problem solving

<span>The aim of the research was to determine the effectivity of implementation of </span><span lang="IN">e-learning</span><span> science, technology, engineering, and mathematics (E-STEM) project-based learning model in teaching science to improve information, communication, and technology (ICT) literacy and problem solving. The study adopted quasi-experimental non-equivalent control group design. E-STEM project-based learning model was applied in experimental classroom, while the control classroom applied conventional teaching. The sample was 46 students who was selected using cluster sampling method. They were in grade VIII academic year 2020/2021 which representing the population students of Junior High School 8, in Aceh Besar, Indonesia. The data were collected using test instrument and questionnaires. Validity verification of instrument measured based on Aiken index, while instrument reliability was determined based on Cronbach’s alpha coefficient. The data were analyzed using Manova and descriptive quantitative. The result of the study showed that there is meaningful difference of ICT literacy and problem solving mean score based on the difference of both teaching approach. It is concluded that the implementation of E-STEM project-based learning model and problem solving in teaching science has significant impact in increasing ICT literacy and problem solving.</span>

Teaching Science Practical’s in Tanzanian Secondary Schools

This paper is aimed at analysing the importance of teaching science practicals as they are shown in the syllabus of science subjects lather than waiting for the national examinations or waiting learners to reach form three or four. Among the importance of teaching science practicals as shown in the syllabus include, Development of student’s scientific knowledge through practicals, Involving students in action and reflection, Practicals develops learners interest, Practical enhances creativity and deep understanding. Finally the paper recommended that the teaching of sciences in secondary schools in Tanzania needs to be reviewed and restructured so as to accommodate the current needs and challenges.