Journal of Baltic Science Education
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Published By Scientia Socialis Ltd

2538-7138, 1648-3898
Updated Saturday, 16 October 2021

2021 ◽  
Vol 20 (3) ◽  
pp. 344-359
Author(s):  
Ali Ihsan Benzer ◽  
Suat Ünal

This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The “article analysis form” developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. Keywords: content analysis, literature review, modelling in science, models in science, science education


2021 ◽  
Vol 20 (3) ◽  
pp. 471-494
Author(s):  
Banuçiçek Özdemir

This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University A” and “B”. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4th- classroom level of the “Science Education Department” of “Education Faculties.” The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding “the metaphors of DNA-Gene-Chromosome concepts” and “under what theoretical categories the common features and metaphors were investigated” to be in line with the university differences. The research data were obtained by ‘metaphor identification’ for respective concepts and content examination studies in the framework of “Qualitative Analysis Methods.” Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences. Keywords: prospective teachers, metaphorical image for DNA-gene-chromosome, phenomenological research, content analysis


2021 ◽  
Vol 20 (3) ◽  
pp. 443-455
Author(s):  
Yuhua Mai ◽  
Yangyi Qian ◽  
Haihang Lan ◽  
Linshen Li

Chemical equilibrium is so important domain knowledge in chemistry that the corresponding organisation of concepts in students has been an interesting but unsolved issue. A deeper understanding of how students organise the relevant concepts in long-term memory is beneficial to develop more targeted teaching practices. This research utilized the reaction time technique as a new approach to exploring upper-secondary school students’ organisation of concepts regarding chemical equilibrium. A category judgment task involving 247 Chinese twelfth-grade students from two upper-secondary schools was conducted. The results showed that a significant difference was between the reaction time of concept dimensions. The mean reaction time of the dimension ‘reversible reaction’ was the shortest, but the dimension ‘representation of state’ had the longest mean reaction time. Next, there was no significant difference in the organisation of concepts between students studying chemistry at different levels of academic achievement. These findings provide a new and essential picture to deeply understand the organisation of concepts regarding chemical equilibrium and help focus on the relations between some relevant concepts. This research represents that the reaction time technique can be utilized in the research on organisation of science concepts. Keywords: category judgment task, chemical equilibrium, organisation of concepts, reaction time


2021 ◽  
Vol 20 (3) ◽  
pp. 456-470
Author(s):  
Bob Maseko ◽  
Hlologelo Climant Khoza

Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher’s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers’ training programs. Keywords: science teachers’ beliefs, curriculum emphasis, goals or purposes, science teaching orientations, teacher professional knowledge


2021 ◽  
Vol 20 (3) ◽  
pp. 407-427
Author(s):  
De-An Li ◽  
Qin Zhao ◽  
Xiao-Qi Yang ◽  
Wan-Mei Li ◽  
Rui Dai ◽  
...  

Previous studies on students’ conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students’ COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students’ conceptions of learning science in informal environments (COLSIE), despite its importance to students’ academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students’ COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students’ COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students’ impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments. Keywords: primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic


2021 ◽  
Vol 20 (3) ◽  
pp. 340-343
Author(s):  
Markus Sebastian Feser

Forming a sense of belonging to others is a fundamental need of humans as social beings (Baumeister & Leary, 1995). Meeting this fundamental need crucially influences individuals’ intrinsic motivation (Ryan & Deci, 2000) and identity development (Wenger, 1999). Given this, a growing number of studies have investigated the extent to which university students’ success and wellbeing in science education is related to their sense of belonging to science. This research has brought greater clarity to university students’ development in science education; however, numerous aspects of university students’ sense of belonging to science remain understudied. In particular, there has been insufficient research on how sense of belonging to science might moderate or influence initial science teacher education. Therefore, this editorial aims to provide an overview of the major research findings that address students’ and student teachers’ sense of belonging to science and to inspire future research in science (teacher) education.


2021 ◽  
Vol 20 (3) ◽  
pp. 360-372
Author(s):  
Muammer Çalık ◽  
Antuni Wiyarsi

Although chemistry-focused socio-scientific issues support the ‘relevance’ model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their ‘relevance’ components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme ‘aims’; pollution, energy, industry and fabrication-based problems for the theme ‘SSI’; organic compounds for the theme ‘chemistry concepts’). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry. Keywords: chemistry education, relevance model, socio-scientific issues, systematic review


2021 ◽  
Vol 20 (3) ◽  
pp. 389-406
Author(s):  
Jianqiang Ye ◽  
Shuaishuai Mi ◽  
Hualin Bi

Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers. Keywords: teaching competence, science teacher, fuzzy Delphi, Analytic Hierarchy Process


2021 ◽  
Vol 20 (3) ◽  
pp. 428-442
Author(s):  
Marisol Lopera-Perez ◽  
Alexander Maz-Machado ◽  
María José Madrid ◽  
Astrid Cuida

Environmental Education has become over recent decades an emerging area of knowledge; its evolution has been conditioned not only by different regional dynamics, but also by international guidelines and trends. Therefore, the literature reports multiple and diverse pedagogical, curricular and transdisciplinary approaches to this topic. Likewise, studies on the dynamics and trends in the generation and production of knowledge are relevant to both teachers and researchers in every field of knowledge. In this sense, it is presented a bibliometric study that aims to analyse the international scientific production on Environmental Education on the Web of Science (WoS) within the categories Education and Educational Research and Education, Scientific Disciplines for the last two decades (2000-2019). The information obtained was analysed using different bibliometric techniques, like descriptive statistics, degree of collaboration and co-occurrence maps generated by VOSviewer (version 1.6.15) software. The results show the accelerated increase in the production of knowledge in this area, they present the main research contexts, as well as some educational and research perspectives. Also, the collaboration between authors and universities was identified. Keywords: bibliometrics analysis, environmental education, scientific education, scientific production


2021 ◽  
Vol 20 (3) ◽  
pp. 507-518
Author(s):  
Lihui Sun ◽  
Liangbo Li

This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks


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