SCIENCE AND TECHNOLOGY EDUCATION: NEW DEVELOPMENTS AND INNOVATIONS
SCIENCE AND TECHNOLOGY EDUCATION: NEW DEVELOPMENTS AND INNOVATIONS
Proceedings of the 5th International Baltic Symposium on Science and Technology Education (BalticSTE2023), Šiauliai, 12–15 June, 2023
Contributor(s): Vincentas Lamanauskas (Editor)
Subject(s): Social Sciences, Education, School education, Higher Education , Distance learning / e-learning, Pedagogy
Published by: Scientia Socialis, UAB
Keywords: science education; technology education; Baltic Symposium; STEM education; chemistry education; biology education; physics education; ecology education; science didactics;
Summary/Abstract: This is an open access book. The aim of 2023 5th International Baltic Symposium on Science and Technology Education (BalticSTE23) is to bring together innovative academics and practice experts in the field of Science and Technology Education to a common forum. The primary goal of the symposium is to promote research and developmental activities in Science and Technology Education and another goal is to promote scientific information interchange between researchers, developers, students, and practitioners working all around the world. The symposium is taking place every two years to make it an ideal platform for people to share views and experiences in Science and Technology Education, and related areas.
- E-ISBN-13: 978-609-96384-1-6
- Print-ISBN-13: 978-609-96384-0-9
- Page Count: 266
- Publication Year: 2023
- Language: English
NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2023
NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2023
(NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2023)
- Author(s):Vincentas Lamanauskas
- Language:English
- Subject(s):Education, School education
- Page Range:8-12
- No. of Pages:5
- Keywords:BalticSTE symposium; technology education; natural science literacy;
- Summary/Abstract:Time passes very quickly. It seems that the first BalticSTE symposium took place quite recently. However, eight years have already passed since the first symposium. During this time, when there is a rapid change in all areas of life, a lot has undoubtedly changed. The issues that were discussed during the first symposium have changed significantly. As an example, we can mention the possibilities of (AI), in this case, in the field of education. For example, last year saw the launch of ChatGPT, a chatbot programme that responds to text messages. It is a large language model developed by OpenAI that is trained to analyse and generate text in various contexts. This is just one example showing a rapid change in science and technology. It is gratifying that great attention is paid to these issues and to scientific articles published in this publication.
HUMAN, LIFE, UNIVERSE: HUMAN’S LIFE WITHIN THE UNIVERSE
HUMAN, LIFE, UNIVERSE: HUMAN’S LIFE WITHIN THE UNIVERSE
(HUMAN, LIFE, UNIVERSE: HUMAN’S LIFE WITHIN THE UNIVERSE)
- Author(s):Andris Broks
- Language:English
- Subject(s):Education
- Page Range:13-17
- No. of Pages:5
- Keywords:general science education; systems theory; systemology of education;
- Summary/Abstract:A short paper as a scientific symposium report abstract is formed as a set of thematic mind maps for presentation during the authors’ speech and further discussion during the symposium BalticSTE2023. The reported material covers the author’s last 10 years period in working as professor emeritus at the University of Latvia, when developing his elective study course “Systemology of Thinking” and publishing corresponding thematic research papers Broks (2014, 2016, 2020). The symposium report is supposed to be possibly a short, clear and exhaustive summary of the author’s corresponding lifelong life research project Human, Life, Universe.
TRANSFORMATION OF EDUCATION: FROM DEHUMANIZATION TO RE-HUMANIZATION OF SOCIETY
TRANSFORMATION OF EDUCATION: FROM DEHUMANIZATION TO RE-HUMANIZATION OF SOCIETY
(TRANSFORMATION OF EDUCATION: FROM DEHUMANIZATION TO RE-HUMANIZATION OF SOCIETY)
- Author(s):Boris Aberšek, Andrej Flogie, Metka Kordigel Aberšek
- Language:English
- Subject(s):Social Sciences, Education, Higher Education
- Page Range:18-27
- No. of Pages:10
- Keywords:industry 4.0; society dehumanization; society re-humanization; society 5.0; cognitive science;
- Summary/Abstract:With the approach of constant changes and quality assurance in education, we have reached an optimum that no longer justifies all further investments in such changes, as the results of these investments are (and will be) minimal and insufficient. We have reached a stage where we must shift from evolution to revolution, from constant changes in education to its complete transformation. Here, we must point out that we must reverse the flow of systemic changes from the dehumanization of society as that in Industry 4.0 or, in a slightly softer form, the Japanese vision of Society 5.0. This reverse flow offers us the re-humanization of society's development and it can be called Society 6.0 or, historically, also Society 1.1 (back to the past, to the first industrial revolution). Furthermore, finally, the ultimate question must be asked: What does it mean to be human, and what is humans’ future?
PRIOR KNOWLEDGE ABOUT SCIENCE FROM DRAWINGS BY A GROUP OF DEAF STUDENTS
PRIOR KNOWLEDGE ABOUT SCIENCE FROM DRAWINGS BY A GROUP OF DEAF STUDENTS
(PRIOR KNOWLEDGE ABOUT SCIENCE FROM DRAWINGS BY A GROUP OF DEAF STUDENTS)
- Author(s):Carla Patricia Araujo Florentino, Marcella Seika Shimada, Solange W. Locatelli
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:28-37
- No. of Pages:10
- Keywords:deaf student; qualitative research; prior knowledge; science education;
- Summary/Abstract:The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about science. The research was carried out with a qualitative approach, using action research. For data collection, an activity was proposed with the elaboration of drawings, carried out in three stages: (1) initial conversation and elaboration of the drawings; (2) explanation of the drawings (in Libras); (3) closure of the activity. Drawings were prepared, speeches (in Libras) transcribed and notes from the logbook were used for analysis. The analyzed data revealed three categories in which students conceived decontextualized views, also demonstrating a distance from science and applications in everyday life. In relation to the visuality of the deaf student, the difficulty was evidenced in selecting and interpreting the various information that was conveyed around them.
INTRODUCING THE CONCEPT OF ENERGY: EDUCATIONAL AND CONCEPTUAL CONSIDERATIONS BASED ON THE HISTORY OF PHYSICS
INTRODUCING THE CONCEPT OF ENERGY: EDUCATIONAL AND CONCEPTUAL CONSIDERATIONS BASED ON THE HISTORY OF PHYSICS
(INTRODUCING THE CONCEPT OF ENERGY: EDUCATIONAL AND CONCEPTUAL CONSIDERATIONS BASED ON THE HISTORY OF PHYSICS)
- Author(s):Paolo Bussotti
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:38-57
- No. of Pages:20
- Keywords:energy conservation; Helmholtz; physics history; physics education; science education;
- Summary/Abstract:In this research, an educational approach to the concept of energy is proposed. It is based on the history of physics. In 1854 Hermann Hemlholtz gave a popular lecture on the recent discovery that energy is conserved. Such lecture is used as a guide to introduce the pupils within several nuances of this concept. Not much mathematics is used, so Helmholtz's work, with several additions proposed here, is an excellent guide to understanding, from a qualitative point of view, the reasons that led scientists to establish the principle of conservation of energy. At the same time, it allows us to grasp two other concepts which are fundamental in reference to energy: work and heat. This panorama will be drawn in the first section. In the second one, some more mathematical and physical details on the teaching of energy in mechanics and thermodynamics will be offered. Finally, in the Conclusion, the interdisciplinary value of a historical approach to physics education will be pointed out.
IMPLEMENTING A NATIONAL DATABASE ON YOUNG CHILDREN'S LEARNING: A PRELIMINARY ANALYSIS OF A LONGITUDINAL STUDY TO EVALUATE THE QUALITY OF PRESCHOOLS
IMPLEMENTING A NATIONAL DATABASE ON YOUNG CHILDREN'S LEARNING: A PRELIMINARY ANALYSIS OF A LONGITUDINAL STUDY TO EVALUATE THE QUALITY OF PRESCHOOLS
(IMPLEMENTING A NATIONAL DATABASE ON YOUNG CHILDREN'S LEARNING: A PRELIMINARY ANALYSIS OF A LONGITUDINAL STUDY TO EVALUATE THE QUALITY OF PRESCHOOLS)
- Author(s):Ching-Ching Cheng, Shan-Shan Cheng
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:58-64
- No. of Pages:7
- Keywords:early childhood education; curriculum reform; learning database; quality of preschools;
- Summary/Abstract:In recent years, many policies have been formulated and strongly promoted to improve the quality of early childhood education. In 2012, the Taiwanese government enacted a new national curriculum framework for early childhood education to enhance the quality of early childhood education programs. This new framework is key competence-oriented, meaning preschool educators must focus on children's learning and inquiry processes when designing the curriculum. A series of projects collecting information on the quality of the learning environment and learning outcomes of children aged 2 to 9, called the Early Childhood Learning Database, was built to understand the effectiveness of the curriculum reform. As a longitudinal study, young children's learning is long-term tracked and analyzed to understand the authentic situation and relevant factors to form a policy for optimizing education quality. The preliminary analysis confirmed the positive influence of the new curriculum.
THE USE OF INTERNET OF THINGS TECHNOLOGY IN THE PEDAGOGICAL PROCESS
THE USE OF INTERNET OF THINGS TECHNOLOGY IN THE PEDAGOGICAL PROCESS
(THE USE OF INTERNET OF THINGS TECHNOLOGY IN THE PEDAGOGICAL PROCESS)
- Author(s):Jan Francisti, Zoltán Balogh, Milan TURCANI
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:65-75
- No. of Pages:11
- Keywords:emotional states; internet of things; physiological functions; teaching process; smart wristbands; sensory networks;
- Summary/Abstract:Today's trend is the use of information technology in all areas of our lives. Emotions are a basic human characteristic, although they are difficult to define, recognise and classify. Proper assessment and recognition of human emotions can lead to a better understanding of user behaviour. The aforementioned technologies can also be used as a suitable teaching aid, which forms the core of the research and is able to guarantee an increase in the success rate of the teaching process itself in terms of students' understanding of the learning materials. The aim of the research was the use of sensor networks as an element of information and communication technologies in the educational process. Using the possibility of measuring physiological functions through smart wristbands in order to identify changes in students' emotional states. The overall proposed system was able to identify changes in students' emotional state, specifically levels of arousal. Based on the results from the proposed system, teachers should be able to adjust their teaching style in specific situations to suit the students and provide a basis for better teaching and learning.
STUDENTS’ PERCEPTIONS AND ATTITUDES REGARDING SCIENCE FOLLOWING THE IMPLEMENTATION OF THE “REWILDING” SCIENCE ACTION
STUDENTS’ PERCEPTIONS AND ATTITUDES REGARDING SCIENCE FOLLOWING THE IMPLEMENTATION OF THE “REWILDING” SCIENCE ACTION
(STUDENTS’ PERCEPTIONS AND ATTITUDES REGARDING SCIENCE FOLLOWING THE IMPLEMENTATION OF THE “REWILDING” SCIENCE ACTION)
- Author(s):Gabriel Gorghiu, Mihai Bizoi, Laura Monica Gorghiu, Claudia Lavinia Buruleanu
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:76-87
- No. of Pages:12
- Keywords:science education; Rewilding Science Action; students’ perceptions and attitudes; CONNECT project;
- Summary/Abstract:The performance of any economy is based on scientific knowledge and technological innovation. Consequently, a highly motivated workforce with skills in science and engineering is key to any prosperous economy. Science education has a critical role in providing scientific literacy to students, as well as in training young people to choose careers linked to STEM education. Understanding the science concepts and their application is nowadays challenging for students, due to lack of interest and motivation. “Science is not for me” is, unfortunately, a frequent phrase heard when discussing with young people. It is clear that the way science is taught must be adapted to the student’s profile and needs. In this respect, in Romania, the CONNECT project comes to meet this gap by designing and implementing four structured scenarios, embracing the format of Science actions. In order to evaluate the impact of each Science action in terms of students’ perceptions and attitudes concerning science, an instrument based on a 5-point Likert scale was developed in the frame of the project partnership. The feedback of 83 students who participated in the Rewilding Science action was collected, being emphasized that students are feeling more confident to solve problems in science and consider that learning science is enjoyable, even learning science is not easy. Although the majority of the respondents would like to do projects with others using science to improve the world, they - in the same ratio - would not like to be seen as experts in science.
DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA
DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA
(DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA)
- Author(s):Saša A. Horvat, Tamara N. Rončević, Ivana Bogdanović, Dušica D. Rodić
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:88-98
- No. of Pages:11
- Keywords:image analysis; teaching physics; type of illustrations; special educational needs;
- Summary/Abstract:The most important source of knowledge in primary school teaching is the textbook. This research aimed to determine the differences in graphic illustrations in the contents of natural sciences in a regular textbook and a textbook for children with special educational needs in the Republic of Serbia. As the number of subjects that deal with the contents of natural sciences for children with special educational needs is small, as well as the number of schools that implement this type of teaching, physics is taken as a subject, because the number of common topics is quite similar. The research aim was to analyze illustrations in selected physics textbooks for the 6th grade of primary education, by the criteria for dividing illustrations by types, for determining abstractness and relative representation of illustrations. In addition, a supplementary classification of illustrations was applied. The obtained results indicate that the number of illustrations concerning the number of words is higher in textbooks for children with special educational needs, as well as that the most represented are illustrations from everyday life and greater abstraction compared to regular textbooks. Since the physics textbook for children with disabilities is quite old, these results can be examined in practice among teachers and help future textbook authors to write the best quality textbook taking into account the needs of teachers and children with special educational needs.
FUNDAMENTAL AND BASIC COGNITIVE SKILLS REQUIRED FOR TEACHERS TO EFFECTIVELY USE CHATBOTS IN EDUCATION
FUNDAMENTAL AND BASIC COGNITIVE SKILLS REQUIRED FOR TEACHERS TO EFFECTIVELY USE CHATBOTS IN EDUCATION
(FUNDAMENTAL AND BASIC COGNITIVE SKILLS REQUIRED FOR TEACHERS TO EFFECTIVELY USE CHATBOTS IN EDUCATION)
- Author(s):Maja Kerneža
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:99-110
- No. of Pages:12
- Keywords:artificial intelligence; chatbots in education; cognitive skills; fundamental skills; lessons plan;
- Summary/Abstract:With the rapid advancement of technology, education is undergoing a transformational change. Chatbots have become increasingly popular in recent years and are being utilized as teaching assistants to support teachers and students in various ways. However, little research has been done on the skills required by teachers to prepare curriculum content using chatbots. The research aims to identify the skills teachers need to prepare curriculum content with chatbots. It examines the fundamental and cognitive skills individuals need to interpret content generated by chatbots and explores the difference between self-assessment and evaluator-based assessment. Fifty-eight third-year students, pre-service teachers, in the Elementary education program attempted to write a lesson plan using ChatGPT and completed a questionnaire to assess the skills required. Their communication with the chatbot as well as their prepared lesson plans were reviewed by an evaluator who rated the skills of the participating pre-service teachers. Results indicate that pre-service teachers tend to overestimate their skills required to interpret chatbot-generated content compared to the evaluator's ratings. Such discrepancies could lead to inaccurate or incomplete assessments of their skills, which could hinder their potential for growth and development.
EXPLORING INTERACTIVE H5P VIDEO AS AN ALTERNATIVE TO TRADITIONAL LECTURING AT THE PHYSICS PRACTICUM
EXPLORING INTERACTIVE H5P VIDEO AS AN ALTERNATIVE TO TRADITIONAL LECTURING AT THE PHYSICS PRACTICUM
(EXPLORING INTERACTIVE H5P VIDEO AS AN ALTERNATIVE TO TRADITIONAL LECTURING AT THE PHYSICS PRACTICUM)
- Author(s):Jelena Kosmaca, Ilva Cinite, Girts Barinovs
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:111-121
- No. of Pages:11
- Keywords:H5P; educational technology; interactive video; mixed methods; physics laboratory;
- Summary/Abstract:Interactive learning materials can be a more efficient and engaging way of studying physics than lecturing. This research aims to explore the use of interactive H5P video as an alternative to traditional teacher-led class presentations at the university physics practicum. The quasi-experimental research design was implemented with 60 undergraduate students at the University of Latvia, during two introductory-level practical laboratory classes on the topics of mechanical bending and fluid viscosity. Knowledge tests were used to assess the learning outcomes, classroom observations provided an insight into students' group work with the video, a survey revealed student attitudes to the H5P video, as well as their preferences in preparation for the physics classes. Results show that both presentation formats contributed to reasonably high scores in the Exit ticket test at the end of the class. No statistically significant differences were found between the groups working in different conditions, implying that video was successfully used for a group activity to substitute lecturing in preparation for laboratory work. Potential applications of H5P video for individual and group work are discussed in line with the student preferences.
ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOL: MEANING, THEMES AND VISION
ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOL: MEANING, THEMES AND VISION
(ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOL: MEANING, THEMES AND VISION)
- Author(s):Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:122-136
- No. of Pages:15
- Keywords:environmental education; qualitative research; primary school; pre-service teachers;
- Summary/Abstract:Environmental problems are faced all over the world. The quality of the environment has a tendency to deteriorate, so environmental education becomes one of the essential conditions for continued existence. In order to improve the situation, it is necessary to raise public awareness and encourage behaviour change. It is obvious that environmental education is needed, which would raise people’s level of awareness, and encourage them to change their behaviour, accordingly, changes would take place in the field of production and industry, consumption habits, and the relationship with the environment itself. Environmental education is especially important in primary school. In forming children’s environmental awareness, a great responsibility falls on the primary school teacher, therefore his preparation in the field of environmental education must be adequate. Empirical qualitative research aimed to reveal how future primary school teachers understand the meaning of environmental education, the topic, and what kind of realisation vision they have. 136 students from two Lithuanian universities, future teachers of preschool and primary education participated in the study. Verbal research data were analysed using the quantitative content analysis method. The research results allow us to state that environmental education is treated as significant, the themes of environmental education cover various areas that can and should be studied in primary school. Future teachers’ environmental education implementation vision at school includes both cognitive and practical-behavioural components.
THE DURABILITY OF FORMAL KNOWLEDGE AND ITS RESTRUCTURING DURING LIFELONG LEARNING
THE DURABILITY OF FORMAL KNOWLEDGE AND ITS RESTRUCTURING DURING LIFELONG LEARNING
(THE DURABILITY OF FORMAL KNOWLEDGE AND ITS RESTRUCTURING DURING LIFELONG LEARNING)
- Author(s):Małgorzata Nodzyńska-Moroń, Vladimír Sirotek
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:137-150
- No. of Pages:14
- Keywords:common knowledge; lifelong learning; pedagogical theories; science education;
- Summary/Abstract:Formal science education is the last stage of acquiring scientific knowledge for most people. They rely on the knowledge acquired at school for the rest of their lives. Therefore, it is important that formal education changes students' colloquial knowledge into scientific knowledge and is correct. The study decided to test three situations. In the first one, it was examined whether formal education actually displaces colloquial knowledge of students. In the second, the level of knowledge acquired at school was compared with the level of extracurricular knowledge. The third examined the durability of knowledge acquired at school, i.e. can school knowledge be changed, e.g. through advertising or popular science publications? The main hypothesis of the research was the assumption that school knowledge eliminates erroneous, clichéd beliefs and is permanent over time. The study tested chemical knowledge related to cooking. 472 people participated in the study and an online questionnaire was used. The research built on previous research on the correlation between scientific knowledge and non-scientific beliefs and pedagogical theories on knowledge transfer. The obtained results did not confirm the main hypothesis. Formal school education turned out to be less effective than non-formal education. It seems, therefore, that school education should not focus on facts that students forget and that change during their informal (lifelong) education. Rather, it should focus on the ability to independently construct knowledge.
UNIVERSITY STUDENTS' OPINIONS ON THE USE OF 3D HOLOGRAMS IN LEARNING ORGANIC CHEMISTRY
UNIVERSITY STUDENTS' OPINIONS ON THE USE OF 3D HOLOGRAMS IN LEARNING ORGANIC CHEMISTRY
(UNIVERSITY STUDENTS' OPINIONS ON THE USE OF 3D HOLOGRAMS IN LEARNING ORGANIC CHEMISTRY)
- Author(s):Stanislava Olić Ninković, Jasna Adamov
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:151-161
- No. of Pages:11
- Keywords:augmented reality; 3D holograms; chemistry education; students’ opinion;
- Summary/Abstract:3D holograms are an effective tool for visualization, and their utilization in chemistry teaching can be beneficial in improving learning outcomes. However, studies on students’ opinions about holograms in chemistry teaching and learning are scarce. The research aimed to examine the views of chemistry students on the application of 3D holograms in organic chemistry learning at the university level. In this cross-sectional study, 55 first-year chemistry students at the University of Novi Sad (Serbia) participated. The sample consisted of students aged 18-20, of which 85.5% were female and 14.5% were male. An online questionnaire designed for this research was used to collect quantitative data. Data obtained after an eight-week application of 3D holograms in organic chemistry classes revealed that students have a positive opinion about the application of 3D holograms in organic chemistry classes. Therefore, the research results imply that teachers should apply 3D holograms in chemistry classes.
INCREASING THE STUDENTS’ INTEREST IN SCIENCE BY IMPLEMENTING A SCIENCE ACTION DEDICATED TO PLASTICS BIODEGRADABILITY
INCREASING THE STUDENTS’ INTEREST IN SCIENCE BY IMPLEMENTING A SCIENCE ACTION DEDICATED TO PLASTICS BIODEGRADABILITY
(INCREASING THE STUDENTS’ INTEREST IN SCIENCE BY IMPLEMENTING A SCIENCE ACTION DEDICATED TO PLASTICS BIODEGRADABILITY)
- Author(s):Radu Lucian Olteanu, Gabriel Gorghiu
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:162-172
- No. of Pages:11
- Keywords:STEM education; science action; plastics biodegradability; students’ feedback; CONNECT project;
- Summary/Abstract:Science actions represent specific initiatives and demarches that involve investigation, experimentation, and even research, for raising the interest of the young generation in science, through particular approaches of STEM education. Important topics are promoted to students in various approaches, addressing nowadays problems, answering scientific questions, or trying to make them aware of sensible issues. In this respect, the topic of plastics biodegradability embraced the clothes of a Science action, a format based on the Care-Know-Do model, proposed in the frame of the CONNECT project. Having the view to evaluating the students’ interest in science after the implementation of the project-designed science actions, the partnership proposed a 5-point Likert scale instrument. In Romania, 373 students who participated in the Biodegradable Plastics action expressed their feedback, underlining - in an important proportion - their strong confidence in science, being ready to participate in collaborative science projects or benefit from their family support who consider that understanding and knowing science is useful for the entire life. Moreover, the students offered positive feedback related to teachers’ ability to emphasize the importance of science for their life and future, but also in society, in general.
THE PUBLIC’S UNDERSTANDING OF “EVOLUTION” AS SEEN THROUGH ONLINE SPACES
THE PUBLIC’S UNDERSTANDING OF “EVOLUTION” AS SEEN THROUGH ONLINE SPACES
(THE PUBLIC’S UNDERSTANDING OF “EVOLUTION” AS SEEN THROUGH ONLINE SPACES)
- Author(s):Hyoung-Yong Park, Hae-Ae Seo
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:173-181
- No. of Pages:9
- Keywords:automated classification; machine learning; network analysis; public understanding of evolution;
- Summary/Abstract:Evolution is a central concept that unifies all areas of life sciences. Despite longstanding scientific efforts in science education, the public's scientific awareness of evolution still needs to improve. Furthermore, teaching evolution is subject to recurring controversy. This study aimed to investigate the gap between public understanding of evolution seen through online spaces and contents in a school curriculum and explore its reasons. A content analysis was conducted using data mining on a major online portal in Korea. It examined the characteristics of creating and consuming content on evolution through the online portal service based on analyzing the number of posts related to biological evolution and active participants. It also discussed the feasibility of automatic document classification to distinguish between scientific understanding and non-scientific beliefs on the evolution and related online circulating contents. The results show that there are tactics for public exposure and dissemination of creationism through online discussions.
THE NATURAL SCIENCES CURRICULUM OF PUBLIC NETWORK OF SÃO PAULO: CONCEPTIONS OF TEACHERS WHO TEACH NATURAL SCIENCES IN THE EARLY YEARS OF PRIMARY SCHOOL
THE NATURAL SCIENCES CURRICULUM OF PUBLIC NETWORK OF SÃO PAULO: CONCEPTIONS OF TEACHERS WHO TEACH NATURAL SCIENCES IN THE EARLY YEARS OF PRIMARY SCHOOL
(THE NATURAL SCIENCES CURRICULUM OF PUBLIC NETWORK OF SÃO PAULO: CONCEPTIONS OF TEACHERS WHO TEACH NATURAL SCIENCES IN THE EARLY YEARS OF PRIMARY SCHOOL)
- Author(s):Giovanni Scataglia Botelho Paz, Solange W. Locatelli
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:182-189
- No. of Pages:8
- Keywords:qualitative research; primary school; science curriculum; scientific literacy; teachers' conceptions;
- Summary/Abstract:Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals.
SECONDARY SCHOOL STUDENTS’ PERCEPTION OF BIOCHEMISTRY CONCEPTS BY USING WORD ASSOCIATION TEST
SECONDARY SCHOOL STUDENTS’ PERCEPTION OF BIOCHEMISTRY CONCEPTS BY USING WORD ASSOCIATION TEST
(SECONDARY SCHOOL STUDENTS’ PERCEPTION OF BIOCHEMISTRY CONCEPTS BY USING WORD ASSOCIATION TEST)
- Author(s):Tamara N. Rončević, Saša A. Horvat, Dušica D. Rodić, Ivana Bogdanović
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:190-202
- No. of Pages:13
- Keywords:biochemistry education; knowledge structures; secondary school students; word association test;
- Summary/Abstract:A word association test was used to determine knowledge structures on biochemistry concepts of secondary school chemistry students, aged between 18-19 years. The basic biochemistry concepts related to the topic of Carbohydrates that take place in the International Baccalaurate Diploma Programme curriculum were determined as stimulus words: “Monosaccharides”, “Glucose”, “Cellular respiration”, “Fructose”, “Disaccharides”, “Glycosidic bonds”, “Polysaccharides”, “Starch”. Students were required to provide response words for each of the eight stimulus words within the pre-determined period of time. Analysis of data was done in order to find the stimulus words with the highest number of associations in students’ knowledge structures and to calculate the relatedness coefficient between the stimulus words, in order to construct the relatedness networks that should model the students’ knowledge structures. The results showed that students managed to relate most of the stimulus words with strong or medium strength links, however, “Cellular respiration” remained unconnected to other stimulus words in the students’ knowledge structures.
INTELLIGENT LEARNING IN STUDYING AND PLANNING COURSES – NEW OPPORTUNITIES AND CHALLENGES FOR OFFICERS
INTELLIGENT LEARNING IN STUDYING AND PLANNING COURSES – NEW OPPORTUNITIES AND CHALLENGES FOR OFFICERS
(INTELLIGENT LEARNING IN STUDYING AND PLANNING COURSES – NEW OPPORTUNITIES AND CHALLENGES FOR OFFICERS)
- Author(s):Kalle Saastamoinen, Antti Rİssanen, Arto Mutanen
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:203-209
- No. of Pages:7
- Keywords:artificial intelligence; intelligent learning; supported studying; intelligent planning; characteristics of war;
- Summary/Abstract:There were two projects at the National Defence University of Finland (NDU), which both ended by the end of 2022. One of them tried to find the answers to the main question: How artificial intelligence (AI) could be used to improve learning, teaching, and planning? The other tried to find the answer to the main question: What new skills do officers need when artificial intelligence is coming?We did literature reviews and found out that intelligent technology combined with data analytics can offer several improvements to traditional classroom teaching. From literature reviews, we also found some new skills that officers might need to be able to handle AI- based technologies. This is a position paper presenting the arguable opinions of the writers. We have found lots of benefits that the use of intelligent learning technology can bring, mainly by supporting individual learning paths. There is also an obvious need for AI officers who should have a deeper understanding of the AI-supported technology than normal officers.This project and some other similar projects have raised a lot of discussions, one seminar series about artificial intelligence and we do have some trained AI officers as well.
THE APPLICATION OF INTERACTIVE LEARNING TASKS MADE BY USING DIGITAL HYBRID ILLUSTRATIONS IN THE TOPIC "HYDROCARBONS" IN EIGHTH-GRADE ORGANIC CHEMISTRY CLASSES
THE APPLICATION OF INTERACTIVE LEARNING TASKS MADE BY USING DIGITAL HYBRID ILLUSTRATIONS IN THE TOPIC "HYDROCARBONS" IN EIGHTH-GRADE ORGANIC CHEMISTRY CLASSES
(THE APPLICATION OF INTERACTIVE LEARNING TASKS MADE BY USING DIGITAL HYBRID ILLUSTRATIONS IN THE TOPIC "HYDROCARBONS" IN EIGHTH-GRADE ORGANIC CHEMISTRY CLASSES)
- Author(s):Agneš R. Sedlar, Tamara N. Rončević, Saša A. Horvat
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:210-222
- No. of Pages:13
- Keywords:digital learning; organic chemistry; hydrocarbons; hybrid illustrations;
- Summary/Abstract:The content of organic chemistry is closely related to our everyday life, to nature, and to the human body. Illustrations play a big role in the acquisition of the course material, especially if those help to make the interpretation of the textual content easier. Hybrid illustrations are made up of combinations of realistic images (photographs, drawings) with abstract conventional elements (symbols, models, chemical equations). This type of illustration fuses difficult-to-interpret symbols often found in chemistry with everyday images that bring students closer to the content. The following study examines the use of digitally edited hybrid illustrations in interactive learning tasks that were used in the review and practice lessons on the Hydrocarbons topic in eighth-grade organic chemistry classes. The research took place in an experimental group of students from primary school in Novi Sad (Republic of Serbia), during which the students solved the given tasks on their cell phones via the Moodle platform. In the control group, teaching and learning took place in the traditional, or conventional way applying a lecture and a discussion method. After processing the Hydrocarbons topic, the experimental and control groups underwent the same testing process, the results of which prove the advantages of using the tasks created with the help of digital hybrid illustrations in the abstract parts of the curriculum.
STUDENTS' PERCEPTION OF AN INQUIRY-BASED METAVISUAL ACTIVITY ABOUT CONCEPTS OF CHEMICAL KINETICS
STUDENTS' PERCEPTION OF AN INQUIRY-BASED METAVISUAL ACTIVITY ABOUT CONCEPTS OF CHEMICAL KINETICS
(STUDENTS' PERCEPTION OF AN INQUIRY-BASED METAVISUAL ACTIVITY ABOUT CONCEPTS OF CHEMICAL KINETICS)
- Author(s):Marcella Seika Shimada, Solange W. Locatelli
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:223-232
- No. of Pages:10
- Keywords:chemistry teaching; inquiry-based activity; metavisualization; students' perceptions;
- Summary/Abstract:Students' perceptions of an activity involving visualization are important in assessing their learning of the task. In view of this, this study was developed with undergraduate students from different courses at a public Brazilian university. The research objective was to determine how three students, who are majoring in different courses (chemistry graduation and engineering), perceive their participation in an inquiry-based metavisual activity (IBMA). For this, the students were interviewed and data were categorized according to similarities and differences in the reports. The findings indicate that the IBMA was able to facilitate the reconstruction of concepts with an emphasis at the submicro level, for the students that were majoring in chemistry. The engineering student reported a partial construction of concepts. The student's learning may have been compromised due to the smaller repertoire that he had in chemistry and on models at the submicro level.
THE INFLUENCE OF A PROJECT-BASED CLUB PROGRAM ON MIDDLE SCHOOL STUDENTS’ ACTION COMPETENCY IN RESPONDING TO CLIMATE CHANGE
THE INFLUENCE OF A PROJECT-BASED CLUB PROGRAM ON MIDDLE SCHOOL STUDENTS’ ACTION COMPETENCY IN RESPONDING TO CLIMATE CHANGE
(THE INFLUENCE OF A PROJECT-BASED CLUB PROGRAM ON MIDDLE SCHOOL STUDENTS’ ACTION COMPETENCY IN RESPONDING TO CLIMATE CHANGE)
- Author(s):Young-Joon Shin, Hyunju Park, Hae-Ae Seo
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:233-245
- No. of Pages:13
- Keywords:action competency; climate change; middle school students; project-based club program;
- Summary/Abstract:Incorporating climate change into education is critical for building a sustainable future and empowering the next generation to take action. This study aims to explore how a project-based club program influences middle school students’ action competency in responding to climate change. For this aim, ten students who participated in a project-based club program in a boys’ middle school were selected. A pre-test on relevant knowledge was surveyed, students’ behaviors during the program were observed, and in-depth interviews were conducted after the program. The results revealed that students showed a better understanding of climate change and carbon neutrality concepts, increased sensitivities to climate change, deepened reflections on climate change activities, improved communication and decision-making abilities, and improved willingness to take action in climate change mitigation activities. It was concluded that the project-based club program has positively influenced students’ action competency in responding to climate change.
MENDELEEV EPONYMS IN THE EPOCH OF EDUCATIONAL ETHNOCENTRISM
MENDELEEV EPONYMS IN THE EPOCH OF EDUCATIONAL ETHNOCENTRISM
(MENDELEEV EPONYMS IN THE EPOCH OF EDUCATIONAL ETHNOCENTRISM)
- Author(s):Uladzimir Slabin
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:246-258
- No. of Pages:13
- Keywords:chemical education; eponym; ethnocentrism; Mendeleev; periodic table; periodic system;
- Summary/Abstract:Eponymous terms play an important role in STEM education. This research focuses on the current state of Mendeleev eponyms in the context of education and ethnocentrism, addressing their usage in various languages, their educational value, cases of questioned priority and copyright violation in Mendeleev major eponyms–periodic table and periodic system. 106 chemistry textbooks in 4 languages including Soviet-time and current Russian textbooks were perused to identify and trace Mendeleev eponyms over 1924-2016. Advanced Google Search with queries in Belarusian, English, Latvian, Polish, Russian, and Ukrainian was conducted to evaluate online presence of eponyms “Mendeleev periodic table” and “Mendeleev periodic system.” It was found that while Mendeleev eponyms occur generously on the Internet, periodic table and system with Mendeleev’s name attached are seldom used on non-Russian webpages. Most Mendeleev eponyms were made up in the USSR and remain popular and Russia, which can be explained within the framework of ethnocentrism as a ruling tendency. Recognizing Mendeleev’s priority, Flinn and Ross’s periodic systems can be considered plagiarized; a few factors might favor their emergence, but ethnocentrism is unlikely to be one of them. Mendeleev eponyms remain valuable assets for science education, acting as shortcuts to the history of science and actualizing interdisciplinary connections.