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.
