BackgroundOne way of teaching the Nature of Science (NOS) is through historical examples. However, students often find history boring, and it is challenging for physics teachers to engage students.PurposeThis paper reports an intervention study where the photoelectric effect is used as a historical case to integrate lessons on NOS with a creative writing task for upper secondary physics students. Students write chronicles imagined to be dated in 1922, where they support either Einstein's or Lennard's interpretation of experiments with photoelectric effect. The purpose is to investigate how this approach works in the classroom and to see how argumentative aspects of NOS are included.SampleThe sample is a physics class with 13 students in a Norwegian upper-secondary school.Design and methodsThe intervention is based on a framework of characteristics of NOS. Data are the chronicles authored by the students and interviews.AnalysisAnalysis is done deductively by interpretive content analysis based on the framework of NOS characteristics.ResultsStudents covered many aspects of NOS in their written work and in their reflections on the photoelectric effect. This includes the use of models, scientific knowledge as tentative, science as a human activity, controversies in science and interaction between theory and observation. However, students did not show a deep understanding of what a scientific model is and tended to think about models in terms of hypotheses, as simply guesses of experimental outcomes.ConclusionWe conclude that the creative writing task placed in a historical context is a constructive approach to NOS in school physics. It includes the argumentative nature of scientific work, in ways that are often missing in students' experimental reports. However, it requires that the teacher is well familiar with the chosen case, and therefore, we recommend that cases are developed for teachers to use.
Background: Integrating digital tools in science education is essential for enhancing engagement and conceptual understanding of abstract biological processes. While the 5E model provides a strong inquiry framework, augmenting its phases with Web 2.0 tools facilitates interaction and the visualization of complex systems. This study aimed to investigate the effect of the Web 2.0 supported 5E model on students' learning of the 'Human Circulatory System'. Additionally, semi-structured interviews were conducted to evaluate the perceived usefulness of the method. Method: The research employed an explanatory sequential mixed-methods design. In the quantitative phase, a quasi-experimental approach with a pre-test/post-test control group was used over a four-week intervention period (4 h per week). The experimental group received 5E-based instruction integrated with Web 2.0 tools, while the control group followed the standard 5E model. In the qualitative phase, semi-structured interviews were conducted to gather in-depth data on students' learning experiences. Sample: The study was conducted with 43 sixth-grade. The participants were divided into two groups: an experimental group (n = 21) and a control group (n = 22). Findings: The findings indicated that the experimental group achieved statistically significant higher scores in the achievement test compared to the control group. Furthermore, interview results indicated that students found Web 2.0 tools entertaining, noting that they helped concretize the subject matter and facilitate learning. Students specifically highlighted their enjoyment of creating posters with Canva and engaging with augmented reality via Quiver. Conclusion: The integration of Web 2.0 tools into the 5E model significantly enhances students' academic performance and engagement in science education. These findings suggest that technology-enriched inquiry models are more effective than traditional 5E applications in teaching abstract biological systems.
Inquiry-based instruction is widely regarded as a core feature of high-quality science teaching. This study provides the first empirical examination of its implementation in Austrian primary science classrooms. It aims to (i) assess the extent to which inquiry-based instructional strategies are enacted, (ii) identify distinct instructional profiles among teachers, and (iii) explore associations between these profiles and teacher characteristics, including professionalisation and gender. This study draws on secondary data from the 2019 TIMSS teacher survey in Austria (nstudents = 4,966; nteacher = 339). Latent Class Analysis was employed to identify underlying patterns of instructional practice based on teachers' self-reports. The analysis revealed four distinct instructional profiles that differ significantly in their didactic design and instructional objectives. While approximately two-thirds of teachers reported combining inquiry-based strategies in various ways, only one profile reflects a comprehensive inquiry-oriented approach in which students are actively engaged throughout the inquiry cycle. The remaining profiles are characterised by differences in instructional goals and pedagogical beliefs. Moreover, multinomial logistic regression analyses revealed statistically significant associations between profile membership and teacher characteristics, particularly gender and engagement in professional development. The results underscore the need to strengthen deep instructional structures and reflective competencies in both initial teacher education and ongoing professional development.
Background: The increasing emphasis on student-centered and technology-enhanced learning has positioned Web 2.0 applications as powerful tools for promoting collaborative inquiry and active knowledge construction in science education. Web 2.0 tools used for educational purposes in schools provide students with opportunities to engage in enjoyable and meaningful learning experiences simultaneously. This study focuses on examining the effects of Web 2.0 tools on both the academic achievement and attitudes toward the science course of Turkish primary school students participating in science activities. Purpose: This study aims to determine the effect of the science activities supported by the Web 2.0 applications including Learningapps, Quizlet, Plickers, Wordwall ve Hihaho on fourth grade students' achievement and attitudes towards Science Course. Sample: The sample consisted of 47 students who participated in this study from a primary school in Turkey. In the experimental group consisting of 24 students, the course developed by the researcher was taught using materials utilizing Web 2.0 technologies. The functioning of the Science curriculum established over the 7 week period was improved by integrating Web 2.0 tools at various stages, including capturing interest, clarifying the subject matter, and assessing the topic. Design and Method: The study was based on a model in which quantitative data analysis included independent and dependent samples t-tests, Mann Whitney U tests, Wilcoxon signed-rank tests. Result: The results indicate that the use of Web 2.0 tools contributed to an increase in student success. Results from the science course attitude scale, which was administered using a Web 2.0 tool, revealed that 50% of the experimental group identified Science as their favorite subject, 63% expressed enjoyment of the activities, 67% showed a willingness to engage in the course, and 75% felt comfortable during the course.
Background: Bilingual students in the United States often face systemic barriers to STEM learning, including linguistic obsta-cles, under-resourced learning environments, and culturally unresponsive instruction. Understanding students' perceptions of their STEM learning experiences and environments is impor-tant because it shapes, or even predicts, their engagement, motivation, and achievement. Little is empirically known about how bilingual students perceive their STEM learning environments. Purpose: To address this gap, the study aimed to (1) identify the latent factors underlying bilingual students' perceptions of their STEM learning environments, (2) classify students into distinct engagement profiles based on these latent factors, and (3) examine how these profiles relate to students' demographic backgrounds, including grade level, gender, and ethnicity. Sample: Participants were 1,105 bilingual students from nine high schools in an independent school district in the southwestern United States. The sample was diverse in terms of grade level (9th-12th grade), gender, and ethnic background. Design and Methods: The survey was developed and piloted to gather comprehensive data on students' STEM learning experi-ences. Exploratory factor analysis identified latent factors of student perceptions, followed by k-means cluster analysis to group students by engagement patterns. Cluster membership was analyzed in relation to students' demographic variables using chi-square tests of independence. Results: Four latent factors emerged: (1) Pedagogical Effectiveness of Technology/Engineering Teachers, (2) Pedagogical Effectiveness of Science, Math, and All Teachers, (3) College Aspirations, Parent Support, and Self-Efficacy in Learning, and (4) STEM Learning Resources and School Climate. The cluster analysis revealed four engagement profiles. Approximately 73 65% of students belonged to disengaged or under-supported clusters, while 35% were highly engaged and well-supported. The cluster membership varied across students' backgrounds. Conclusion: Findings highlight the need for targeted educational supports that address the varied engagement patterns of bilingual students in STEM education. Supporting bilingual students requires a multifaceted approach involving instructional responsiveness, improved school resources, and strengthened home-school partnerships.
Background Although sustainability is increasingly emphasized in science education following the Sustainable Development Goals (SDGs), its integration into upper secondary chemistry often remains thematic rather than structurally embedded in chemical reasoning. Purpose This study investigated whether redesigning a compulsory Grade 11 'Green Chemistry' chapter through an SDG-aligned, systems-oriented instructional framework enhances students' sustainability competencies and structural systems reasoning compared to textbook-based instruction. Sample Participants were 96 Grade 11 students from a public secondary school in Kazakhstan, assigned to experimental and control groups based on intact classrooms. Design and methods A quasi-experimental pretest - posttest control group design was implemented over six weeks. The experimental condition embedded green chemistry principles within structured systems modeling tasks, while the control group followed the standard curriculum. Outcomes were assessed using a validated Sustainability Competency Index and a rubric-based Systems Mapping Task, with analyses controlling for baseline differences. Results Students exposed to the systems-oriented redesign demonstrated substantially greater gains in sustainability competencies and systems reasoning than those receiving traditional instruction. Systems reasoning performance was positively associated with sustainability competency development. Conclusion Findings indicate that restructuring instructional architecture - rather than expanding curricular content - can meaningfully support sustainability-oriented learning within standardized secondary chemistry contexts.
Background: Inquiry-based practical work is central to science education reform, yet implementation remains challenging in resource-constrained rural contexts. Purpose: This study investigated rural primary school science teachers' perceptions and classroom implementation of inquiry-based practical work, framed by the National Research Council's essential features of inquiry and the four-level inquiry continuum. Sample: Eleven primary school science teachers from a resource-constrained rural district. Design and method: Qualitative case study using semi-structured interviews, classroom observations, and document analysis. Data were analysed using deductive thematic analysis. Results: A consistent gap emerged between teachers' positive attitudes toward inquiry and actual practices. While teachers endorsed hands-on, evidence-based learning, few facilitated student-generated inquiries or open-ended investigations. Practical work was predominantly confirmatory and structured, constrained by limited resources, large class sizes, and time pressure. Nevertheless, inquiry-oriented intent was observed through empirical observation and concept demonstration. Conclusion: The study demonstrates how inquiry elements manifest in adapted forms within resource-limited contexts and provides contextually grounded guidelines to support authentic inquiry-based practical work.
Background: One of the main goals of the twenty-first century is to prepare individuals for a rapidly changing and complex world. Higher order thinking skills are essential for this purpose; however, studies reveal that students' skills often fall below the expected level. Developing these skills requires student-centred, technology-supported educational designs that meet the needs of the digital age. Purpose: This study examines the effect of web-based activities developed around socioscientific issues on the higher order thinking skills of pre-service science teachers. Design and methods: The study was conducted within a design-based research framework with 50 pre-service science teachers. Seven student-centred activities focusing on socioscientific issues were developed using a web-based tool. Classroom observations and a rubric were used to evaluate the design process and skill development. Observational data were analysed through content analysis, and rubric data were examined statistically. Results: Findings showed that higher order thinking skills improved over the seven-week process. The use of socioscientific issues, student-centred methods, and web-based tools played a role in this improvement. Iterative changes to the design, such as varying question types and enabling peer assessment, contributed to the effectiveness of the activities. Conclusion: The study highlights that socioscientific issues with personal relevance lead to stronger engagement. It also shows that continuous refinement of the design enhances its effectiveness, and that combining digital tools with structured peer interaction supports the development of higher order thinking skills in teacher education.
BackgroundThe ongoing work of educators at the national and international levels aims to equip students with high-level knowledge, and the studies have continued increasingly since the middle of the last century. Studies in the field show that it is possible to improve student achievement by employing hands-on activities.PurposeThe aim of this study is to investigate the effects of an online guided inquiry approach to improve sixth-grade students' science course achievements, retention, scientific process skills and reading comprehension skills.SampleFor this purpose, the study group of the research consisted of 60 students enrolled in the sixth-grade of a public school with a middle-upper socioeconomic level. The distribution of the students between the experiment and control groups was determined to be 30 students per group.Design and methodIn this study, a static group comparison design was used in accordance with the determined purpose. While the achievement test, scientific process skills test and reading comprehension skills test were applied to the experiment group in which the online guided inquiry approach was carried out and the control group in which the online traditional method was carried out, the achievement test was applied again as a retention test 6 weeks after the interaction.ResultsThe results of the analyses demonstrated that there was no pre-existing difference between the experimental and control groups. In order to determine the effect of teaching methods on science course achievements, retention, scientific process skills and reading comprehension skills, a repeated measures analysis of variance (ANOVA) was performed for achievement and retention variables, and analysis of variance (MANOVA) was performed for scientific process skills and reading comprehension skills.ConclusionAs a result, it can be said that the online guided inquiry approach has a positive effect on students' science course achievement, retention, scientific process skills and reading comprehension skills. In addition, this research may have some implications for curriculum developers, researchers and science teachers in terms of the effectiveness of such learning environments through the online guided inquiry approach.
Background: Many universities worldwide incorporated Humanities and Social Science (HSS) subjects into their science and engineering curricula. HSS courses help to understand the rapport between science, technology and society. However, there is limited research on the effectiveness of these courses for engineering and science students. Purpose/Hypothesis(es): The study examined whether science and engineering undergraduates recollect the fundamentals of the HSS courses they learned in previous semesters and the role of creative pedagogy as a catalyst for transforming educational dynamics. Design/Method: Based on a mixed-methods design, the researchers examined the recollection of objectives from 23 HSS courses, applying Bloom's first level of taxonomy, among 123 science and engineering undergraduates. In-depth interviews with instructors highlighted four themes related to creativity: curiosity, relevance, ownership and engagement. A multiple regression was run. Results: The effectiveness depends on improving students' curiosity, connecting concepts to real life, showing relevance, building evidence from real-life examples, giving ownership of the content or activity, involving them in the teaching-learning process, ensuring student engagement and regular participation of students in learning activities. Conclusion: Incorporating creative pedagogy into the HSS curriculum helps science and engineering undergraduates recall their course content, improving their critical thinking and higher-order thinking skills. It enhances their cognitive abilities and overall educational dynamics. Instructors should be trained in active learning and creative pedagogies to improve the effectiveness of HSS courses.
Background: With the growing global interest in the aerospace sector, there is an increasing emphasis on strengthening space science education at the elementary level. Innovative and engaging instructional approaches, such as augmented reality (AR), offer new opportunities to support students' understanding of complex scientific concepts. Purpose: This study aims to examine the effectiveness of AR-enhanced digital picture books compared to traditional print picture books in supporting elementary students' learning of space science concepts. Design and methods: A quasi-experimental design with a pre-test - post-test approach was employed. Students were assigned to either an experimental group using AR-enhanced digital picture books or a control group using traditional print picture books. Learning performance, engagement (flow experience), and motivation (technology acceptance) were measured through tests and validated questionnaires. Sample: The study involved 50 sixth-grade students in Taiwan. Results: The findings indicate that both formats supported students' learning. However, students using AR-enhanced digital picture books demonstrated higher levels of motivation and deeper conceptual understanding compared to those using traditional print picture books. Conclusions: The results suggest that integrating immersive technologies such as AR into educational materials can enhance students' motivation and conceptual learning in space science. This study provides insights into the design of effective instructional materials and contributes to the integration of educational technology in science education.
Background: STEM and engineering-related practices in classrooms are influenced not only by teachers' theoretical knowledge but also by their sense of self-efficacy. However, the self-efficacy of early childhood teachers regarding STEM planning and implementation, particularly in the context of engineering teaching, received limited scholarly attention. Purpose: This study aims to develop two separate measurement tools for evaluating early childhood teachers' self-efficacy perceptions regarding STEM education planning and implementation, as well as teaching engineering. Sample: The study involved a total of 419 early childhood teachers, utilizing a two-stage data collection process. In the first stage, data from 210 early childhood teachers (204 females, 6 males) were used to examine the construct validity of the measurement tools through exploratory factor analysis. In the second stage, data from a different group of 209 early childhood teachers (176 females, 33 males) were used for confirmatory factor analysis. Design and methods: Item pools were created based on theoretical foundations about early STEM education and teaching engineering. Content validity was ensured through expert review. Subsequently, exploratory factor analysis and confirmatory factor analysis were conducted to examine construct validity. Results: The findings revealed that the Early Childhood STEM Education Planning and Implementation Self-Efficacy Scale has a three-factor structure (Planning, Implementation, and Engineering Design Planning and Evaluation), and the Early Childhood Teaching Engineering Self-Efficacy Scale also comprises three factors (Pedagogical Content Knowledge, Behavior Management, and Teaching Beliefs). Both scales demonstrated high levels of validity and reliability; their factor structures were statistically significant and aligned with theoretical underpinnings. Conclusion: These measurement tools can be reliably used in educational research to support STEM and engineering-based teaching approaches in early childhood education, as well as to evaluate early childhood teacher competencies.
BackgroundVirtual Learning is believed to have overcome limitations with new educational technologies. An inquiry-based virtual teaching model, which consisted of a four-stage process, such as exploring, developing a hypothesis, conducting a virtual experiment, and reflecting which provided a specific way for learners to move through the scientific inquiry process systematically.PurposeThe study compared traditional laboratory techniques with virtual laboratories to determine whether virtual laboratories would enhance the ability of middle school students to comprehend biological processes.SampleThis research involved 400 middle school students from grades 6 to 8. The students who participated were selected from 10 different schools, and then two groups of 20 students each were randomly chosen to be either a traditional laboratory group or a virtual laboratory group.Design and methodsThis research used a mixed-methods approach. Performance data of students were collected from schools that participated in the study directly for a period of 2 months. The quantitative data were obtained through the pre- and post-tests, and the interviews were held with 45 participants. The statistical tests, like t-tests or regression analysis, were done using the Statistical Package for the Social Sciences (SPSS) software for the quantitative data. The qualitative data were analyzed thematically through NVivo software.NoveltyThe novelty of this research arises from combining qualitative and quantitative methodologies with a complex model developed to explain the different results produced by varying degrees of developmental learning for different types of learners.ResultsThe findings revealed that the use of virtual laboratories in classrooms can improve students' test scores, retention, and participation in learning biological processes when compared to traditional labs.ConclusionVirtual Laboratories are instrumental in the acquisition of scientific research skills among students with disabilities, thereby, they are in agreement with the educational practices of both students and teachers at a higher level in general.
