Zeitschriftenartikel: „Effect of science education on“

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OZDEMIR, Yahya, und Mustafa OZTAS. „Effect of Science and Technology Parks in Engineering Education“. Global Journal For Research Analysis 3, Nr. 2 (15.06.2012): 80–82. http://dx.doi.org/10.15373/22778160/february2014/25.

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Dienye, N. Emiya. „The Effect of Inservice Science Education“. British Journal of In-Service Education 14, Nr. 1 (Dezember 1987): 48–55. http://dx.doi.org/10.1080/0305763870140110.

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Kamstrupp, Anne Katrine. „The wow-effect in science teacher education“. Cultural Studies of Science Education 11, Nr. 4 (26.02.2016): 879–97. http://dx.doi.org/10.1007/s11422-015-9684-6.

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Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger und Hans Anand Pant. „Scientific Reasoning in Higher Education“. Zeitschrift für Psychologie 223, Nr. 1 (Januar 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.

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The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two natural science disciplines performed better than students who studied only one natural science discipline. In contrast to our initial hypothesis, preservice science teachers performed less well than a control group of natural sciences students. Remarkably, an interaction effect of the degree program (bachelor vs. master) and the qualification (natural sciences student vs. preservice teacher) was found, suggesting that preservice science teachers’ learning opportunities to explicitly discuss and reflect on the inquiry process have a positive effect on the development of their scientific reasoning skills. We conclude that the evidence provides support for the criterion-based validity of our interpretation of the test scores as measures of scientific reasoning competencies.

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Alahmari, Khalid A., Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi und Jaya Shanker Tedla. „Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities“. Health Education & Behavior 48, Nr. 4 (11.03.2021): 532–39. http://dx.doi.org/10.1177/1090198121995774.

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Attitude is a multidimensional and complex notion that considerably empowers or limits the major life activities of humans. Health professionals’ attitudes toward people with disabilities are significant factors in the rehabilitation process. Soon after completing their coursework, the final-year students from health science meet the patients and rehabilitate them. This study accordingly aims to assess the attitude toward disability among final-year health science students before and after administering a disability-specific structured teaching program. A total of 243 final-year undergraduate health science students from medical, dental, physical therapy, pharmacy, laboratory sciences, radiology sciences, and nursing aged between 21 and 27 years participated in this study. This work employed the Scale of Attitudes Toward Disabled Persons (SADP) to measure attitudes among participants. The mean pre- and posttest SADP scores were 83.59 ± 15.45 and 107.83 ± 62, respectively ( p < .001). Students from medical, dental, physical therapy, and nursing showed significant positive attitudes toward disability compared with other students, whereas college students in the final year of health science generally had poor attitudes toward disability. The results indicate that the disability-specific structured teaching program is effective in improving the attitude toward disability among final-year health science students. Accordingly, the authors recommend modifying the disability-related content in the health sciences curriculum.

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KARACA, Tulin, und Ozlem KORAY. „The Effect of Using the Creative Reversal Act in Science Education on Middle School Students’ Creativity Levels“. Eurasian Journal of Educational Research 17, Nr. 67 (22.01.2017): 199–214. http://dx.doi.org/10.14689/ejer.2017.67.12.

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Emdin, Christopher, und Okhee Lee. „Hip-Hop, the “Obama Effect,” and Urban Science Education“. Teachers College Record: The Voice of Scholarship in Education 114, Nr. 2 (Februar 2012): 1–24. http://dx.doi.org/10.1177/016146811211400205.

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Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.

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Chen, Kun-Dang, Xiaojie Wan und Ping-Kuo Chen. „Learning Outcomes for Improving Science Entrepreneurship in Higher Education“. SAGE Open 11, Nr. 1 (Januar 2021): 215824402097467. http://dx.doi.org/10.1177/2158244020974678.

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This study’s purpose was to investigate the relationships among learning through experience, learning for stress resistance, learning cognition, learning outcomes, the entrepreneurial mindset, and the discrimination of social information. The main research methods adopted in the study were the partial least squares (PLS) and the Sobel test. We adopted PLS to test the relationships between six variables, including mediating and moderating effects. In addition to PLS, this study used the Sobel test to verify the mediating effects. Large samples may cause a mediating effect testing error when PLS is used; however, the Sobel test can resolve this issue. According to our test results, learning through experience and learning for stress resistance can change students’ learning cognition and improve their learning outcomes. In addition, an entrepreneurial mindset has a mediating effect on the relationship between learning through experience, learning for stress resistance, and learning cognition. That is, for the student, having an entrepreneurial mindset strengthens the effect of learning through experience, as well as learning for stress resistance, and improves learning cognition. However, the discrimination of social information has a moderating effect on the relationship between learning cognition and learning outcomes. That is, a lower discrimination capability with respect to social information changes learning cognition and results in poor learning outcomes.

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Yaman, Süleyman, und Şadiye Karaşah. „EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS“. Journal of Baltic Science Education 17, Nr. 1 (20.02.2018): 65–83. http://dx.doi.org/10.33225/jbse/18.17.65.

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This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students’ success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students' science success of the LC models. Considering the effects of LC model on the students’ science success, this research could be helpful to both researchers and practitioners in the field of science education. Keywords: meta-analysis, learning cycle models, science success, effect size.

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Konu Kadirhanogullari, Meryem, und Esra Ozay Kose. „Project-Based Learning in Science Education: A Bibliometric Network Analysis“. International Journal on Studies in Education 6, Nr. 1 (28.12.2023): 85–108. http://dx.doi.org/10.46328/ijonse.200.

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The project-based learning model is the most common method used concerning transferring knowledge and skills gained from the courses of sciences to the daily lives of students. Through the relevant method, science courses are considered to be more efficient and understandable as well as to be more loved by the students. In this respect, it is of great importance to periodically examine the research on project-based learning in science education and to identify trends. In this study, it was aimed to determine the content analysis and trends of the studies on project-based learning in science education. First, we registered 885 publications using “science education and project-based learning” in the “Social Sciences” category from Scopus, documents were then exported to CSV form and in turn, subjected to the bibliometric analysis using VOSviewer Software. In addition, the bibliometrix program was used for Lotka's law and author effect ratio.

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Yu, Haiying, Yushan Cui und Haifan Fu. „Study on the influence of social support on the effect of science education in rural primary schools“. Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, Nr. 3 (2023): 37–49. http://dx.doi.org/10.18323/2221-5662-2023-3-37-49.

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This paper analyses the influence of different social support on the effect of science education in rural primary schools, based on the data of rural primary school teachers in 5 re¬gions of Heilongjiang Province in China. The study found that the independent effects of the five social supports such as economic support, the support of science education venues, the guidance of science education and teaching on-site, improvement training of science teacher quality, serve as a science education counsellor on the effect of science education in rural primary schools were significant. The improvement training of science teacher quality and the guidance of science education and teaching on-site still has a great influence on the effect of science education in rural primary schools under the background of different school characteristics, and under sufficient and insufficient capital of science teaching. However, the impact of economic support, the support of science education venues, serving as a science education counsellor is not significant. Therefore, in order to better provide high-quality social support for science education in rural primary schools, a multi-subject science education alliance, led by the county educational administrative departments, should be established to improve coordination and matching degree of social support resource. A science education demand evaluation system, should be established in rural primary schools, to enhance the accuracy of social support services. The quality improvement of science teachers should be taken as the core of social support to clarify the direction of social support.

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., Khairiah, Imam Tabroni, Delfia Herwanis, Anik Indramawan, Suhartono . und Yeni Tri Nurrahmawati. „A Comparison Study: The Effect of Flipped Classroom vs Direct Instruction Model Toward Science Concepts Understanding“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 530–36. http://dx.doi.org/10.9756/int-jecse/v14i1.221065.

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The purpose of this study was to examine the comparison between the flipped classroom model and the direct instruction model on students' understanding of scientific concepts. The type of research used is quasy experiment. This research was conducted in class VIII Islamic Junior High School Al-Karim Gondang (experimental class) and Islamic Junior High Darul 'ulum Gondang Nganjuk Indonesia (control class). Sampling was using cluster random sampling technique and hypothesis testing using SPPS application with one way ANOVA test. The results showed that there were differences in the effect of the flipped classroom model and the direct instruction model on students' understanding of science concepts, where the significance value was 0.000 < 0.05. The flipped classroom model has a better effect than the direct instruction model on students' understanding of scientific concepts. The average score of the students' science concept understanding test scores in the class that was taught using the flipped classroom model was 78.13 and the class taught by the direct instruction model was 71.43. The flipped classroom model is effective for science learning and improves students' understanding of scientific concepts.

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Todd, Brandy L., und Keith Zvoch. „The effect of an informal science intervention on middle school girls’ science affinities“. International Journal of Science Education 41, Nr. 1 (13.11.2018): 102–22. http://dx.doi.org/10.1080/09500693.2018.1534022.

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Janković, Aleksandar, und Dragan Lambić. „THE EFFECT OF GAME-BASED LEARNING VIA KAHOOT AND QUIZIZZ ON THE ACADEMIC ACHIEVEMENT OF THIRD GRADE PRIMARY SCHOOL STUDENTS“. Journal of Baltic Science Education 21, Nr. 2 (20.04.2022): 224–31. http://dx.doi.org/10.33225/jbse/22.21.224.

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The application of student response systems could have a lesser effect on the science education of younger students compared to the effects achieved with older students in language and social science courses. The aim of this research was to determine the effect of the application of Kahoot and Quizizz on the academic achievement of third grade primary school students (9 years old) in a natural sciences course. A total of 113 third grade primary school students participated in this research. During the experimental phase which lasted 4 weeks, the participants were divided into three groups. Out of two experimental groups one group used Kahoot as a learning aid, while the other used Quizziz. The third group was the control group. At the beginning and at the end of the experimental phase, the participants were given an academic achievement test. The results of this research showed that the experimental group which used Kahoot for learning the content of the natural sciences course achieved significantly higher results in the post-test than the control group. There were no significant differences in the academic achievement of the group which used Quizizz and the other two groups. This result indicated that Kahoot could be used effectively as a learning aid in third grade primary education in the field of natural sciences. Keywords: game-based learning, Kahoot, Quizizz, primary education, pre-test-post-test research design, science education

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Fui, Chin Sook, und Lim Hooi Lian. „EFFECT OF TRACK POSITION ON STUDENTS’ ATTITUDE TOWARDS SCIENCE“. Problems of Education in the 21st Century 35, Nr. 1 (25.11.2011): 138–48. http://dx.doi.org/10.33225/pec/11.35.138.

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Attitude towards science (ATS) is major concern in science education due to its positive correlation with students’ science achievement. However, previous studies showed that students’ ATS is decreasing in many countries. Although many attempts have been taken to solve this problem, little consideration has been given to the effect of track position and students’ ATS. While cognitive aspect plays major role in tracking, affective aspect such as ATS is overlooked. It might be one of the factors that contributing to the decrease of students’ ATS. Accordingly, this paper aimed to investigate the effect of tracking on students’ ATS. A total of 450 science stream students and 299 arts stream students were involved in this study. The findings showed that among science stream students, 21 students (4.67%) prefer arts stream rather than science stream. Their ATS level is statistically significant lower than science stream students who prefer science stream and the effect size is large (Cohen’s d = 1.1028). Meanwhile, among arts stream students, 47 students (15.7%) prefer science stream rather than arts stream. Although their ATS level is higher than arts stream students who prefer arts stream, the difference is not statistically significant, with negative and small effect size (Cohen’s d = -.2271). The findings of this study would bear significant implication to enhance awareness of public and educators about the important of ATS in tracking. Moreover, this study would provides useful information for stakeholders in determining students’ stream. Key words: affective, attitude towards science, science education, tracking.

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Zhang, Yanan. „The effect of science social capital on student science performance: Evidence from PISA 2015“. International Journal of Educational Research 109 (2021): 101840. http://dx.doi.org/10.1016/j.ijer.2021.101840.

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Zeha, YAKAR. „Effect of teacher education program on science process skills of pre-service science teachers“. Educational Research and Reviews 9, Nr. 1 (10.01.2014): 17–23. http://dx.doi.org/10.5897/err2013.1530.

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Bakır, Selda. „THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS“. Journal of Baltic Science Education 13, Nr. 6 (15.12.2014): 789–801. http://dx.doi.org/10.33225/jbse/14.13.789.

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This study was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. Key words: microteaching, pre-service science teachers, teaching skills.

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Jeon, Jaedon, Hyundong Lee, Hyonyong Lee und Byungyeol Park. „Effects of Online Education on Elementary Science Gifted Students’ Systems Thinking, Science Motivation, and Scientific Self-Efficacy during the COVID-19“. Korean Science Education Society for the Gifted 15, Nr. 2 (31.08.2023): 231–50. http://dx.doi.org/10.29306/jseg.2023.15.2.231.

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The main purpose of this study was to investigate the effect of online education on gifted students’ systems thinking, science motivation, and scientific self-efficacy during the COVID-19 pandemic. The subjects were 68 elementary science gifted students in 2020. The education program focusing on 15 different subjects was conducted for 90 hours. To investigate the effect on systems thinking, science motivation, and scientific self-efficacy, the preandpost-test design was used. The results of this study were as follows. First, it was revealed that online gifted education was systematically conducted using the university’s existing LMS system, while also reducing students’ group activities and interactions between both students-students and students-instructor within the classroom. Second, online gifted education was effective in gifted elementary science students’ systems thinking and science motivation, however, the effect size was relatively small. Third, educational effects on students’ systems thinking were affected by the district of residence and previous educational experience. Therefore, gifted education is required in consideration of changes in population structure and regional disparities to cultivate human resources needed in the future fast-changing society.

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McIntosh, William J. „The effect of imagery generation on science rule learning“. Journal of Research in Science Teaching 23, Nr. 1 (Januar 1986): 1–9. http://dx.doi.org/10.1002/tea.3660230101.

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Wulan, Elis Ratna, Heri Gunawan, Wafi Fauziah und Frederic Kratz. „Integration of Science, Technology, and Islamic Values to Enhance Expected Learning Outcomes in French Higher Education“. Jurnal Pendidikan Islam 7, Nr. 1 (30.06.2021): 95–108. http://dx.doi.org/10.15575/jpi.v7i1.12765.

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Learning strategies like integrating Islamic values into learning can be applied to improve learning outcomes. Integrating Islamic values into learning science and technology provides opportunities for students to integrate science and technology with concepts and experiences in real life as Muslims so that they can feel that their learning is meaningful. This study aims to investigate the effect of learning science and technology that is integrated with Islamic values on the expected learning outcomes (ELO) of students. The learning material covers the basic material of science and technology. The population included lecturers and second-year students of the Institut National des Sciences Appliquées (INSA) Bourges France. Data were analysed using the Revised Ones Assignment Method. The results show that learning science and technology integrated with Islamic values has a significant effect on the expected learning outcomes of students. To achieve this, a minimum cost incurred by universities in France of 38 Euros was spent for six lecturers. They were assigned to ensure that students could explain education and its various terms (ELO1), the basis and scope of Islamic Education (ELO2), the objectives of Islamic Education (ELO3), Islamic Education methods (ELO4), Islamic Education material (ELO5), and Islamic Education evaluation (ELO6).

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Kwon, Hyuksoo, Eunsang Lee und Dongkuk Lee. „META-ANALYSIS ON THE EFFECTIVENESS OF INVENTION EDUCATION IN SOUTH KOREA: CREATIVITY, ATTITUDE, AND TENDENCY FOR PROBLEM SOLVING“. Journal of Baltic Science Education 15, Nr. 1 (20.02.2016): 48–57. http://dx.doi.org/10.33225/jbse/16.15.48.

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This study aims to synthesize the research findings on the effects of K-12 invention education regarding creativity, attitudes toward invention, attitudes toward science, and tendency for technological problem solving in South Korea. Meta-analyses were conducted by calculating the effect size of 37 studies, including theses and journal papers associated with the implementation of invention education, published in South Korea. The overall effect size was medium (0.694), and invention education was found to have an effect on education. The effect sizes determined by the dependent variables and the categorical variables indicated that invention education had a positive impact. In other words, invention programs have helped improve K-12 students’ creativity, attitudes toward science, and tendency for technological problem solving. However, the number of program sessions and participants in invention programs did not have an impact on the benefits of invention education. Considering the effects of invention education on the students’ perspectives, this study could be helpful to both K-12 educational researchers and practitioners in the fields of science and technology education. Further studies are needed to develop the concrete instructional strategies of invention education for K-12 science and technology classrooms. Key words: invention education, meta-analysis, science education, South Korea, technology education.

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Ningsih, Tutuk, Sutrimo Purnomo, Muflihah Muflihah und Desi Wijayanti. „Integration of Science and Religion in Value Education“. IJORER : International Journal of Recent Educational Research 3, Nr. 5 (30.09.2022): 569–83. http://dx.doi.org/10.46245/ijorer.v3i5.248.

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The study aims to describe a value education model in teaching the integration of science and religion and to find out the values generated in the learning process of the integration of science and religion. Education is a major factor in shaping the human personality through the learning process that takes place in schools and in society. These educational goals can be done by providing scientific and religious materials to create the potential of students. Indeed, religious values will guide science and technology that are increasingly developing in the world. Therefore, the integration of science and religion in schools is very important to be taught, so that both of sciences and religions balance each other. This qualitative-naturalistic research used interview, observation, and documentation as the data collection techniques. The results of this study show that (1) the integrative model will facilitate and make learning more meaningful and efficient, so that the teaching and learning process will produce integrated knowledge; (2) through the integration of science and religion, the learning process is more directed which can sharpen the mind; (3) the learning material combining science and religion is the main instrument for realizing learning objectives; (4) the learning strategy integrating science and religion has a good effect on student and teacher interactions during the learning process; (5) the values developed in the integration of science and religion are the value of belief in Allah, being religious, and intelligent.

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Chang, Huey-Por, und Norman G. Lederman. „The effect of levels of cooperation within physical science laboratory groups on physical science achievement“. Journal of Research in Science Teaching 31, Nr. 2 (Februar 1994): 167–81. http://dx.doi.org/10.1002/tea.3660310207.

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Lee, Gyeong-Geon, und Seonyeong Mun. „From science motivation to science identity: The mediating effect of science achievement according to gender“. Eurasia Journal of Mathematics, Science and Technology Education 19, Nr. 10 (01.10.2023): em2341. http://dx.doi.org/10.29333/ejmste/13633.

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Science motivation and identity have been considered important in science education research literature. The role of science achievement between the motivation and identity has rarely been contemplated. Gender issues in science motivation, identity, and achievement have also been considered crucial. Although most studies hypothesized science identity would be a cause of motivation, there seems very few research that quantitatively examined their longitudinal relationship. Data from 186 students in a coeducational general high school in Seoul, Republic of Korea, was collected. Auto-regressive cross-lagged models were fitted without and with science achievement as a mediator. As results, it was shown that science motivation causes identity not the opposite. With science achievement, science motivation showed direct and indirect effects on science identity. By multiple-group analysis, it was shown that male students formulate their science identity indirectly from science motivation through the mediation of science achievement, and female students directly from science motivation.

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Tusa'diah, Halimah, Asrizal , und Festiyed ,. „META-ANALYSIS OF EFFECT SIZE: THE EFFECT OF USING ETHNOSCIENCE-BASED SCIENCE AND PHYSICS TEACHING MATERIALS ON STUDENTS' SCIENCE LITERACY“. Journal of Learning and Technology in Physics 2, Nr. 2 (27.03.2024): 36. http://dx.doi.org/10.24114/jltp.v2i2.56675.

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This study examines the effect of teaching materials in ethnoscience-based science and physics learning on students' scientific literacy, determined through Effect Size (ES). This study uses a descriptive meta-analysis study method. Research data were obtained from 20 journals on the effect of ethnoscience-based physics and science teaching materials on students' scientific literacy. The study is based on three categories, namely the level of education, types of teaching materials and scientific literacy skills. The results showed that; first, the effect of teaching materials in ethnoscience-based science and physics learning on scientific literacy based on education level has a positive effect on all levels of education starting from elementary, junior high, high school and college students. Second, based on the type of teaching materials used, namely modules, worksheets, videos, teaching materials, reading books and comics, they have a high effect. Third, based on the scientific literacy of students, it shows that the use of ethnoscience-based science and physics teaching materials is effective in increasing students' scientific literacy.Keywords: Meta Analysis, Teaching Materials, scientific literacy

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Chen, Cindy Wong Chyee, und Kamisah Osman. „THE EFFECT OF KAYEU LEARNING OUTSIDE THE CLASSRROM PRIMARY SCIENCE MODULE ON INTRINSIC MOTIVATION OF INDIGENOUS LEARNERS“. Journal of Baltic Science Education 15, Nr. 3 (25.06.2016): 360–70. http://dx.doi.org/10.33225/jbse/16.15.360.

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In order to motivate indigenous learners to learn science and instil their positive attitude towards the subject, conducive and simulative learning environment need to be specifically designed for them. This research is aimed to determine the effect of Kayeu Learning Outside the Classroom (LOC) primary science module on intrinsic motivation of indigenous learners. The treatment group (n=38) used the Kayeu LOC primary science module while the control group (n=35) used the conventional module, which are materials mandated by Ministry of Education (MOE). Three-point Likert scale intrinsic motivation questionnaire consisting of general and science constructs was administered before and after T&L to both groups. Analysis of MANOVA repeated measures showed there were no significant effects of the groups and time on the intrinsic motivation, and there was no significant interaction effect between time and the groups on intrinsic motivation. However, follow-up simple interaction analysis found that there is a significant main effect of the time and significant effect of interactions between time and the groups on the general construct. Key words: indigenous learners, intrinsic motivation, Learning Outside the Classroom (LOC), primary science, teaching module.

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Michalakoudis, Ioannis, Pavlos Dimitriou, Apollon Koutlidis und Peter Childs. „Functional Analysis Diagrams in Science and Technology Education“. Education Sciences 13, Nr. 3 (08.03.2023): 289. http://dx.doi.org/10.3390/educsci13030289.

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With the world currently facing an escalating environmental crisis and major virus disease outbreaks, the need to significantly grow the STEM workforce ranks has never been more urgent. The authors propose a novel teaching methodology involving functional analysis diagrams (FADs) as an educational aid. The paper presents a method to quantitatively assess the effects of the proposed intervention in an educational setting alongside a pilot study conducted in a South Korean secondary school with non-native English-speaking students (n = 39). The written assessment results indicate that the FAD-assisted method can have a measurable effect and have the potential to assist students with lower scores in English. This pilot study’s results suggest that FAD models of engineering systems can enhance knowledge transfers in technology and engineering education. Experimental validation using the proposed method was shown to be feasible and would require a moderate-sized sample (n ≥ 168) for a future full-scale study.

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Küçükaydın, Menşure Alkış. „THE EFFECT OF FIFTH-GRADE STUDENTS’ SCIENCE ANXIETY ON METACOGNITIVE AWARENESS“. Journal of Baltic Science Education 17, Nr. 5 (15.10.2018): 878–86. http://dx.doi.org/10.33225/jbse/18.17.878.

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Successful students who do not experience anxiety can participate in future progress both at local and international levels. It is necessary to identify students’ anxiety and to enhance research into the effect of anxiety on the cognitive burden of science, which is one of the top priorities for future progress. Thus, the main aim of this research was to explore the effect of students’ science anxiety on metacognitive awareness. The research, therefore, adopts a relational survey model and uses a random selection sampling method. The sample consisted of 346 students with an equal number of males and females. To explore the effect of fifth-grade students’ science anxiety on metacognitive awareness, data were collected by means of a prepared three-part sample form. The first part of the form collected data about gender, classroom size and school campus. The second part contained an anxiety scale for science and technology lessons and the last part used a metacognitive awareness scale. The research results showed that gender is not an important factor for anxiety or metacognitive awareness, but classroom size has an important effect on science anxiety. Nonetheless, students’ science anxiety is a significant predictor of their metacognitive awareness. Keywords: metacognitive awareness, relational survey model, science anxiety.

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Lykos, Peter. „Chemistry Education Programs Relevant to Materials Science“. MRS Bulletin 12, Nr. 4 (Juni 1987): 34–39. http://dx.doi.org/10.1557/s0883769400067774.

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The larger chemical companies worldwide are in the process of major change from a commodities orientation to “downstream” products. “Value-added products,” “engineered materials,” and “effect chemicals” are terms their leaders are using as they try to explain what is happening to their boards of directors, to their stockholders, to their employees, and to their customers.As these companies go through their reorganizations a major problem has become apparent — many professional chemists are not intellectually equipped by training and experience to be effective in research and development in the design of those new products, and the “pipeline” which is producing their “new hires” has not responded to the changing emphases needed in undergraduate curricula and graduate research programs in chemistry.The driving force behind this new orientation is coming to be known as the science of materials or materials science. The longer descriptor, materials science and engineering, better suggests its inherently broad and interdisciplinary nature as well as bringing out that how the final product is produced affects (and may effect) its properties. Because this new discipline moves across standard science and engineering boundaries, materials science does not lend itself to neat classification. Descriptive classification is nevertheless possible:• Materials science is solid state science, both solid state chemistry and solid state physics.

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Wu, Huang, Jianping Shen, Ya Zhang und Yunzheng Zheng. „Examining the effect of principal leadership on student science achievement“. International Journal of Science Education 42, Nr. 6 (12.04.2020): 1017–39. http://dx.doi.org/10.1080/09500693.2020.1747664.

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Yager, Robert E., und Stuart O. Yager. „The effect of schooling upon understanding of selected science terms“. Journal of Research in Science Teaching 22, Nr. 4 (April 1985): 359–64. http://dx.doi.org/10.1002/tea.3660220406.

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Tope Gloria, Olatunde-Aiyedun, und Samuel Olorunfemi Adams. „EFFECT OF BLENDED LEARNING MODELS ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN SCIENCE EDUCATION“. Education Sustainability & Society 5, Nr. 2 (2022): 89–95. http://dx.doi.org/10.26480/ess.02.2022.89.95.

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The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja’s Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups’ students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners’ achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

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Olatunde-Aiyedun, Tope Gloria, und Samuel Olorunfemi Adams. „Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education“. Eurasian Journal of Science and Environmental Education 2, Nr. 2 (07.11.2022): 35–42. http://dx.doi.org/10.30935/ejsee/12613.

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The norm for pedagogical situations in the 21<sup>st</sup> century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models (BLMs) at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning (BL) places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a BL method in learning science course at the secondary school level. The current study project has been conducted using a quasi-experimental design. The University of Abuja’s Center for Distance Learning and Continuous Education recruited 120 undergraduate students for this study. The blended learning model success test (BMAT) and blended learning model retention test (BMRT) were the instruments used for data gathering. The experimental groups’ students were instructed using BL methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical package for social science version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation, and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through BL. The study concluded that learners’ achievement and retention in science are significantly improved by BLMs. It is recommended that BL approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

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Hoffer, Thomas B. „Middle School Ability Grouping and Student Achievement in Science and Mathematics“. Educational Evaluation and Policy Analysis 14, Nr. 3 (September 1992): 205–27. http://dx.doi.org/10.3102/01623737014003205.

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This paper analyzes the effects of middle school ability grouping on cognitive achievement in mathematics and science. In contrast to most previous research on tracking, this analysis compares outcomes in grouped and nongrouped schools. The hypotheses tested here are, first, that ability grouping raises the aggregate level of student achievement and, second, that ability grouping achieves this end by increasing the learning of all students. Comparing average student achievement growth from the seventh to the ninth grades in grouped and nongrouped schools shows that overall gains from ability grouping in either subject are negligible, controlling for differences in student social background and initial levels of achievement. Comparing the achievement growth of nongrouped students and high- and low-group students shows that high-group placement generally has a weak positive effect while low-group placement has a stronger negative effect. Ability grouping thus appears to benefit advanced students, to harm slower students, and to have a negligible overall effect as the benefits and liabilities cancel each other out.

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Kirbulut, Zubeyde Demet, und Esen Uzuntiryaki-Kondakci. „Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement“. International Journal of Science Education 41, Nr. 8 (04.03.2019): 995–1014. http://dx.doi.org/10.1080/09500693.2019.1585594.

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Cheung, K. C. „Science Learning Outcomes After Accounting for Opportunity to Learn: The Effect of Gender and Science Stream“. Singapore Journal of Education 12, Nr. 1 (Januar 1992): 68–78. http://dx.doi.org/10.1080/02188799208547682.

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Efe, Hacer, und Ünsal Umdu Topsakal. „The effect of science centres on perceptions of secondary school students towards the nature of science“. South African Journal of Education 42, Nr. 2 (31.05.2022): 1–13. http://dx.doi.org/10.15700/saje.v42n2a2017.

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In the study reported on here, the effects of science centres on the perceptions of secondary school students towards the nature of science were examined. The study group consisted of 16 students aged 13 and 14 of which 7 were female and 9 male. In this study, a total of 4 trips were arranged to the science centre twice a month for 2 months. Students attended different workshops, planetariums and exhibitions on each trip to the science centre they attended. The activities that students attended during these trips were independent of the school curriculum. The data were obtained in the spring of 2019. This study was experimental research. Mixed method was used as the research model and the concurrent triangulation pattern was used as the design. The Scientific Knowledge Scale, the Questionnaire for Scientific Knowledge and semi-structured interviews were used as data collection tools, which were administered to students before and after the activities. In data analysis, qualitative data were analysed using content analysis. Quantitative data were analysed using the SPSS program. As a result of the research, it was determined that science centres caused an increase in students’ scores and levels of scientific knowledge and an improvement in their views on the nature of science.

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Taylor, Amy, und Scott B. Watson. „The effect of traditional classroom assessment on science learning and understanding of the processes of science“. Journal of Elementary Science Education 12, Nr. 1 (Oktober 2000): 19–31. http://dx.doi.org/10.1007/bf03176895.

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Stake, Jayne E., und Kenneth R. Mares. „Evaluating the impact of science-enrichment programs on adolescents' science motivation and confidence: The splashdown effect“. Journal of Research in Science Teaching 42, Nr. 4 (2005): 359–75. http://dx.doi.org/10.1002/tea.20052.

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Ergün, Ayşegül, und Gülbin Kıyıcı. „The effect of design based science education applications of science teacher candidates on their perceptions of engineering education and engineer“. Pegem Eğitim ve Öğretim Dergisi 9, Nr. 4 (18.09.2019): 1031–62. http://dx.doi.org/10.14527/pegegog.2019.033.

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The purpose of this study was to determine the effect of Design Based Science Education (DBSE) applications on the perceptions of science teacher candidates about engineering education and engineers. In the quantitative part of the study in which the mixed method was involved, a semi-experimental design with single group pre-test post-test was used while a case study design was adopted in the qualitative part of the study. The study group of the research consisted of 52 juniors who were receiving education at a university in the Aegean Region in the 2016-2017 academic year. The quantitative data of the study were obtained through the 'Engineering Education Survey' and the qualitative data through 'Draw an Engineer Test.’ The quantitative data were analyzed using a statistics software program and the qualitative data through content analysis. It was determined as a result of the study that DBSE applications positively affect the perceptions of teacher candidates about engineering education and engineers. It was also determined that the teacher candidates' stereotypical perceptions about engineers being male and working on their own decreased and their perceptions about the work area and activities of engineers changed in a positive manner. In the light of the findings obtained in the study, the importance of design based applications in STEM education was underlined.

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Nofia Henita, Yeni Erita, Deni Okta Nadia und Rahmi Yulia. „The Effect of the Steam Approach on Student Social Science Learning Outcomes in Elementary School“. JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, Nr. 9 (28.02.2023): 362–68. http://dx.doi.org/10.56778/jdlde.v1i9.52.

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Community intelligence efforts can be pursued by continuing education. In Indonesia, it is very sophisticated for educators in choosing a creative and effective learning approach. One of them uses the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. The purpose of this study is to determine the influence of this STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach on the learning outcomes of grade IV elementary school students. This STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach has a positive impact on student learning outcomes because there is a significant influence on the learning of Social Sciences using this approach. Student learning outcomes using the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach are higher than learning outcomes with conventional approaches. Keywords: STEAM Approach, Learning Outcomes, Social Sciences, Elementary School.

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Young, Deidra J. „Effect of the Science Learning Environment on Science Achievement: A Comparison of 12 Countries from the IEA Second International Science Study“. Educational Research and Evaluation 1, Nr. 2 (Januar 1995): 129–58. http://dx.doi.org/10.1080/1380361950010202.

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Zhu, Hanyan. „The Influence of Science and Technology on English Education“. Transactions on Social Science, Education and Humanities Research 5 (01.04.2024): 330–33. http://dx.doi.org/10.62051/x901wy80.

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With the development and progress of science and technology, the impact of science and technology on education has increasingly attracted widespread attention in society. Focusing on the field of English education, the application of science and technology is conducive to promoting the teaching and learning of English. However, there are also negative effects of technology on English education. This study analyses the impact of technology on English education based on some surveys. It is found that technology has a certain promotion effect on teachers' teaching and students' self-learning. However, for poor areas, the use of technology is inefficient. Also, technology can cause the problem of over-dependence of teachers and students. Based on the above negative effects, this study suggests that micro-teaching videos can be used in rural English classrooms. Teachers should be good at identifying the authenticity of information on the Internet and know how to use and draw on the information. Teachers should also work with parents to guide students to use technology correctly.

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Kraft, Matthew A. „Interpreting Effect Sizes of Education Interventions“. Educational Researcher 49, Nr. 4 (27.04.2020): 241–53. http://dx.doi.org/10.3102/0013189x20912798.

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Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences in study features, program costs, and scalability. In this article, I present five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features, costs, and scalability into the process of interpreting the policy importance of effect sizes.

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Abdullah, Norazilawati, Vijaya Letchumy Baskaran, Zainun Mustafa, Siti Rahaimah Ali und Syaza Hazwani Zaini. „Augmented Reality: The Effect in Students’ Achievement, Satisfaction and Interest in Science Education“. International Journal of Learning, Teaching and Educational Research 21, Nr. 5 (30.05.2022): 326–50. http://dx.doi.org/10.26803/ijlter.21.5.17.

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The purpose of this study was to analyse the students' views and the effects of using Augmented Reality (AR) in learning Science. Given that Science education emphasizes the understanding of the physical and the natural world, the science lesson is basically received through systematic observation and experimentation. The introduction of abstract concepts in the science lesson is implemented gradually by scaffolding the concrete understanding during primary schooling. The potential use of AR, as a teaching tool in facilitating the process of understanding concrete facts, could be beneficial in science education. The introductory topic, "Senses," was chosen; since it is directly related to the students’ anatomy; and it cultivates their interest in Science. A quasi-experimental methodology was utilized to examine the impact of AR on primary school students’ academic achievement, interest, and science-process skills in this study. During the science lesson, the experimental group was exposed to AR stimulation, whereas the control group was not; and rather it learnt through the conventional method. A set of post-test questions was conducted, in order to collect the data on student achievement and science process skills, while a set of questionnaires was employed, in order to identify the students’ interest. The data were analysed by using descriptive statistics and the t-test. In this study, the real world had been augmented by using virtual information, thereby providing new possibilities for science education to become more meaningful. The findings indicated that AR had a significant favourable effect on all three aspects of the experimental group's achievement, interest, and science-process skills.

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Badeo, Jeah May, und Domarth Ace Duque. „The effect of Socio-Scientific Issues (SSI) in teaching science: A meta-analysis study“. Journal of Technology and Science Education 12, Nr. 2 (07.06.2022): 291. http://dx.doi.org/10.3926/jotse.1340.

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This study aims to summarize the research findings on using socio-scientific issues (SSI) in teaching Science. In recent years, teaching based on socio-scientific issues (SSI) is utilized in science education to promote scientific literacy. A meta-analysis is conducted by calculating the effect size of the 12 studies associated with the SSI implementation in teaching Science published in different regions. The overall effect size was large (1.08), and found that SSI affects teaching science. The effect sizes determined by the categorical variables such as scientific literacy aspects showed that SSI had a large effect on content learning (1.15), competence (0.89), decision-making (1.14), and reasoning (0.81); and year level showed that SSI had a large effect on junior high school (1.43) and senior high school (0.96) while medium effect on college (0.55). Lastly, a significant effect was shown on the moderating effect, such as the class size (p = 0.035), while no significant effect was shown on the duration of implementation (p = 0.487). Considering the effect of SSI in teaching Science, this study could help teachers and educational researchers in science and technology education.

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Alie, Awdie Fathan, Mohammad Liwa Ilhamdi und Heri Hadi Saputra. „The effect of the media comic education on science learning outcome“. Jurnal Pijar Mipa 16, Nr. 5 (11.11.2021): 589–94. http://dx.doi.org/10.29303/jpm.v16i5.2931.

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The purpose of this study is to determine the effect of implementing educational comic media on student learning outcomes for science content of fifth-grade students at SDN 2 Pengenjek. This type of research is an experimental research design with a quasi-experimental type of non-equivalent control group design. The data collection technique used is an observation of the learning implementation applying educational comic media and tests to collect data on learning outcomes using multiple-choice tests. The research population was 44 respondents, namely the fifth-grade students of SDN 2 Pengenjek, determined by the saturated sampling technique. The data were analyzed using descriptive statistics and inferential statistical analysis (t-test). The results showed the average value in the experimental class was 69.09 while the class was 44.85. The results of the t-test analysis on studentsÃ¢â¬â¢ science learning outcomes obtained a significance value of 0.000 at a significance level of 5%. Based on these results, it can be concluded that there is an impact of using educational comic media on the learning outcomes of fifth-grade students at SDN 2 Pengenjek.

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Welsh-Unwala, Kristen. „Plagiarism Education in Science: The Effect of Instruction on Student Attitudes“. International Journal of Bahamian Studies 25 (04.10.2019): 33. http://dx.doi.org/10.15362/ijbs.v25i0.319.

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Kang, Houn Tae, und Suk Goo Noh. „The Effect on Elementary Science Education Based on Student's Pre-inquiry“. Universal Journal of Educational Research 5, Nr. 9 (September 2017): 1510–18. http://dx.doi.org/10.13189/ujer.2017.050908.

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