Journal of Science Learning
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9th Grade Students' Learning of Designing an Incubator through Instruction Based on Engineering Design Tasks
Get PDFIn this study, a STEM activity was designed in which 9th-grade students can complete the task of making incubators by overcoming the difficulties they face in the engineering design process. This activity has been handled in the context of energy conversion and prepared based on the engineering design process consisting of 9 stages. The activity was applied to 34 (19 females and 15 males) 9th-grade students studying at a public school in the Eastern Black Sea Region in Turkey in the fall semester of the 2019-2020 academic year. This application took 7 lesson hours (7x40 minutes) in total. At each stage of the engineering design process, students worked like an engineer and scientists by collaboratively conducting scientific research and inquiry. Throughout the process, students were confronted with several difficulties, given the time and opportunity to help them develop STEM literacy. More importantly, the students had the opportunity to experience a STEM activity by putting the steps of the engineering design process into practice
The Effect of Using Web-Based Interactive Learning Media for Vocational High School Students to Understanding of Looping: Qualitative Approach
Get PDFThis study aims to evaluate the effect of the use and development of interactive and visual learning media in learning looping by utilizing a web-based digital platform called Loopers. The research design used a qualitative descriptive with case study approach in-depth interview technique. The subjects of this research are five students of the State Vocational School Pekerjaan Umum, Bandung, Indonesia. We use three phases in conducting research through 1) problem and needs analysis, 2) web design, and 3) implementation and testing. Loopers was developed using the waterfall method. Loopers can demonstrate the implementation of a productive learning process and measure the effectiveness of interactive and visualized learning media. The findings show that Loopers can effectively facilitate experimental demonstrations and written modules. Respondents think this learning media is effective and can increase their interest, motivation, and interest in learning looping material. The next research is to enrich the Loopers feature and conduct trials with larger respondents
An Interdisciplinary Renewable Energy Education: Investigating the Influence of STEM Activities on Perception, Attitude, and Behavior
Get PDFThe study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale
Chemistry Learning Using Multiple Representations: A Systematic Literature Review
Get PDFThe abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained from the online article database ERIC, Scopus, and SINTA. The purpose of a review is to give information to teachers and researchers in chemistry education about the definition of multiple representations, the influence of multiple representations on chemistry learning outcomes, and how to implement various representations in chemistry learning models or strategies. The review results showed that the definition of numerous representations referred to both three levels of chemical representation and the tetrahedral representation of chemistry. Also, it referred to the use of various media. The influence of multiple representations on chemistry learning outcomes included improving concept understanding, improving performance, reducing mental effort, improving self-efficacy, making better cognitive structures, improving mental models, and reducing misconceptions. Multiple representations have also been implemented in several learning models or strategies such as Inquiry, Inquiry 5E, Guided Inquiry, Problem Solving, Thinking, Aloud Pair Problem Solving (TAPPS), Problem Posing (PP), Cognitive Dissonance, and Multiple Representation Based Learning (MRL)
Scientific Story Writing Technique in the Alternative Assessment of the Subject of Liquids: The Sample of Science and Biology Teaching Students
Get PDFThe present study aims to investigate university students’ conceptions of liquids with the help of the scientific story writing technique, which is one of the alternative assessment techniques. The study group comprised students studying science (n=50) and biology teaching departments (n=20) in Turkey. Thus, the study carries within two groups. In both groups, computer-supported teaching was carried out by the same researcher for two weeks regarding the subject of liquids. After this process, a scientific story writing technique applies to collect study data. In data analysis, utilized content analysis and descriptive statistics. Firstly, determined the statements involved in students’ stories. Afterward, ordered the statements under the categories ‘scientifically acceptable’, ‘partially acceptable,’ ‘scientifically unacceptable,’ and ‘not coded.’ The findings showed that the category with the highest percentage in the stories of both groups was the scientifically acceptable category. This result indicated that most of the students figured out the subject. However, I encountered several misconceptions also in students’ statements. Therefore, enrichment of learning methods is needed to eliminate student misunderstandings detected in learning
Science Teachers' view on Sustainable Development in COVID-19 Pandemic Process
Get PDFThis study examines what science teachers think about Sustainable Development and its' Goals, how they integrate SDGs into their science lessons, and how the covid-19 pandemic affects their thoughts about Sustainable Development. The study group was selected by convenience sampling from 51 middle schools in the central district of one of the big cities. The questionnaire, including five open-ended questions, was prepared and checked by two experts. After their feedback, it was re-corrected and then applied to the participants. It was conducted using the "Google Forms" application. Then, it was delivered to 165 teachers’ e-mail accounts. Answering the questionnaire takes approximately 10-15 minutes for each participant. One hundred five teachers answered the questionnaire. The content analysis method was used to analyze data. The results showed that teachers mainly described Sustainable Development with the goal of "Responsible Consumption and Production", "Decent Work and Economic Growth", and "Quality Education". Half of the teachers are still trying to integrate SD using traditional science subjects strategies. And generally focused on science subjects of matter cycles, environmental problems, biodiversity, fuels, and domestic waste and recycling. In this process, their problems are usually intense curriculum, insufficient time, and attitudes of school administration
Acquiring Scientific Process and Innovative Thinking Skills for Secondary School Sixth Grade Students through Digital Activities: An Action Research
Get PDFThis research aims to develop students' scientific process and innovative thinking skills using digital activities in distance and face-to-face education. A total of 12 sixth-grade students in a primary school participated in the study. The research was action research. The analysis was carried out in the "Transmission of Electricity" unit within the scope of the sixth-grade Science Course in 5 weeks and 20-course hours. The quantitative data were collected with "The scientific Process Skills Scale" and "Innovative Thinking Scale". Semi-structured interview forms, researcher, and student diaries were used to acquire qualitative data. The study's findings revealed that students showed improvement in gaining scientific processes and innovative thinking skills. It was observed that there was a significant difference between the mean scores of the science process skills test applied before and after the application in favor of the post-test. It was determined that students' use of scientific thinking skills increased during the experiments and activities. Moreover, students identified themselves with the work of scientists and improved their skills in conducting scientific processes. This situation shows that students can gain a scientific approach and innovative thinking skills with the active use of digital activities, especially in Science
STEM Club Evaluation Scale: Validity and Reliability Study
Get PDFIn STEMNET's report, 76% of 500 teachers interviewed stated that joining the STEM Club increased students' ability to solve real-world problems. This study aims to develop a valid and reliable measurement tool for evaluating STEM clubs. The research sample consisting of 149 teachers who carry out STEM club activities in schools in Turkey was determined using the purposive sampling method. Content and construct validity and reliability analyses have been performed for this purpose. To ensure content validity, (1) a pool of questions based on the literature was created, (2) draft scale items were determined, (3) an expert was allowed to check them, and (4)item difficulty and discrimination index were calculated. To ensure construct validity, (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA) were performed on both the same and different samples. As a result of the analyses, having the same data set be analyzed with different software was sufficient for verifying the factor structure. A three-factor structure consisting of 29 items was obtained, which explains 52% of the variance. Cronbach’s alpha of reliability for the overall scale was calculated as .92. As a result, a valid and reliable scale was determined to have been developed for researchers and program practitioners to evaluate STEM clubs. Suggestions have been made that the scale can be used on STEM clubs at the provincial, district, and school levels to determine their efficiency and productivity
The Effect of Engineering Design-based STEM Activities on the Refugee Students’ Sense of School Belonging
Get PDFIn the research, the effect of engineering design-based STEM activities on the school belonging to seventh-grade refugee students was examined. A mixed-method was used in the research. The research sample consists of 32 Syrian refugee students studying in the 7th grade in the fall semester of the 2019-2020 academic year. The study lasted for ten weeks, with two lessons per week. In addition, the “School Attachment Scale for Children and Adolescents” was used as a quantitative data collection tool. On the other hand, qualitative data collection tools were used as “STEM Education Reflective Diary Form, STEM Education Interview Form, and Teacher Interview Form,” which were prepared based on quantitative scale items. Statistical methods were used to analyze the quantitative data obtained in the research, and content analysis was used in the qualitative data analysis. The quantitative data showed a significant difference between the pre-test and post-test scores. As a result, It was concluded that the engineering design-based STEM activities carried out contributed positively to the individual and social development of Syrian refugee students; their positive attitudes towards the lesson and the teacher impacted their sense of belonging to the school
Development of the STEM-Pedagogical Content Knowledge Scale for Pre-service Teachers: Validity and Reliability Study
Get PDFThis study aims to develop a valid and reliable scale to determine the STEM-Pedagogical Content Knowledge (STEM-PCK) levels of pre-service teachers. This study was conducted in the 2018-2019 academic year with 322 pre-service teachers in Turkey. In the study, one of the mixed method typologies, Exploratory Sequential Design was applied. The scale was submitted for evaluation by four experts to determine the content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed to determine the construct validity of the scale. As a result of EFA, the scale had five factors including STEM Pedagogical Knowledge, Pedagogical Knowledge, Engineering Pedagogical Knowledge, Mathematics Pedagogical Knowledge and Science Pedagogical Knowledge.As a result of CFAχ ² / df = 2.7085, RMSEA = .073, RMR = 0.0420, SRMR = .0667, NFI = .940, NNFI = .960, CFI = .961, IFI = .962, RFI = .938 values were reached and the factor structure determined to be suitable.To determine the reliability of the scale, internal consistency and test-retest reliability analyzes were made. Internal consistency reliability value of the scale was found as .977. The final form of the STEM-PCK scale is a 5-point Likert type that includes 57 items and 5 factors