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Türkiye Cumhuriyeti’nin ilk ortaokul öğretim programı olan “1924 Ortamektep Müfredat Programı”, 1913 yılında Osmanlı Döneminde yürürlüğe girmiş olan “Tedrisat-ı İptidaiye Kanunu Muvakkatı” programının Cumhuriyet ilkelerine göre düzenlenmiş halidir. Bu programdan günümüze kadar birçok ortaokul öğretim programı hazırlanarak uygulanmıştır. Bu çalışmada, Cumhuriyetin ilk ortaokul fen öğretim programından günümüze kadar uygulanan programlardaki, Canlılar ve Yaşam öğrenme alanı kapsamında yer alan biyoloji, çevre ve sağlık konuları derlenerek tek bir kaynakta toplanmış ve karşılaştırmalı olarak tartışılmıştır. Araştırma ortaokul öğretim programlarını kapsadığı için 2013 programına kadar 6., 7. ve 8. sınıflar, 2013 ve 2018 programlarında ise 5., 6., 7. ve 8. sınıflar çalışmaya dâhil edilmiştir. Araştırma doküman incelemesi yöntemiyle yürütülmüş olup veriler betimsel analiz ile değerlendirilmiştir. Doküman incelemesinde yazılı belgelerin içeriği titizlikle, sistematik olarak ve kronolojik sıra gözetilerek analiz edilir. Araştırma kapsamında kullanılan veriler birincil kaynaklardan elde edilmiştir. Söz konusu bu kaynaklar Milli Kütüphane, MEB Ders Kitapları ve Yayımlar Daire Başkanlığı Arşiv Kütüphanesinde yer alan orijinal kaynaklardır. Literatürde yakın geçmişteki fen öğretim programlarını çeşitli açılardan inceleyen çok sayıda çalışma bulunurken, Cumhuriyet'ten günümüze uygulanan Fen Bilgisi Öğretimi Öğretim Programlarında yer alan konuların karşılaştırmalı olarak incelenmesine yönelik çok az çalışma bulunmaktadır. Bu çalışma fen öğretim programlarında yer alan Canlılar ve Yaşam öğrenme alanı konularının yaklaşık bir asırlık aşamada geçirdiği değişiklikleri ortaya koymaktadır. Bu nedenle fen eğitim tarihi ile ilgilenen araştırmacılara ve kurumlara önemli katkı sağlayacağı düşünülmektedir., The 1924 Middle School Curriculum (Ortamektep Müfredat Programı), which is the first secondary school education curriculum of the Republic of Turkey, was the reorganized version of the Ottoman Empire’s 1913 curriculum (Tedrisat-ı İptidaiye Kanunu Muvakkatı) by the republic principles. Since those times, many secondary school education curricula have been prepared and implemented. In this study, biology, environment, and health issues within the scope of Living and Life learning in the curricula implemented from the first secondary school science curriculum of the Republic until today were investigated and comparatively discussed. Since the research covers middle school curricula, 6th, 7th, and 8th grades were included in the study until the 2013 curriculum, and 5th, 6th, 7th, and 8th grades in 2013 and 2018 curricula. The research was carried out with the method of document analysis, which is one of the qualitative research methods and the data were evaluated with descriptive analysis. In the analysis, the content of the written documents is analyzed meticulously, systematically, and in chronological order. The written documents used within the scope of this research are the primary sources and are authentic and were obtained by the researchers from the Archive Library of the National Library, MoNA Textbooks, and Publications Department. While there are many studies in the literature that examine the science teaching programs in the recent past from various aspects, there are very few studies on the comparative examination of the subjects in the Science Teaching Curricula implemented from the Republic to the present. This study reveals the changes of Living and Life learning area subjects in science curricula, which have gone through in about a century. For this reason, it is thought that it will make a significant contribution to researchers and institutions interested in the history of science education.

Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia. The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science as they progress through the years of schooling.

The processes of educational planning and program development at the local and national levels differ in centralized and decentralized educational systems. In Türkiye, there is a centralized education system, and curricula are created centrally to include all students. In the United States of America, there is a nationally disseminated curriculum framework for science education and a set of standards developed in accordance with these frameworks, while curriculum development continues at the local level based on these two national documents. Seeing how the curricula are designed in the different systems and what details they provide to teachers would be a source for designing curriculum development policies. The purpose of this study is to provide a comparative description of the scope of curriculum documents and the details of the information they contain in two different systems. The research is a comparative, holistic, multi-case study conducted by analyzing curriculum documents at the national level. As a result of the research, national curriculum documents for science education in the United States contain comprehensive descriptions of expected outcomes and content, even as curriculum development continues to occur at the local level. In contrast, Türkiye's science curriculum describes expected outcomes and content in less detail. The outcomes are discussed in terms of curriculum elements, system diversity, and literature.

The Culturally Responsive Indigenous Science (CRIS) project was a collaborative effort between three Tribal communities in the Pacific Northwest and faculty and students from Washington State University, many of who are Tribal citizens. The project was designed to integrate Indigenous Traditional Ecological Knowledge (ITEK) and Western Knowledge into science curricula and professional learning opportunities. At the end of the 5-year grant project, members of the CRIS team (including Tribal and university partners) gathered to reflect on the work accomplished and the lessons learned about the process of integrating ITEK within science education. In this conceptual paper, the authors discuss four key takeaways from their reflections: 1) Creating relational space for cultural values and practices, 2) Indigenous science education requires many educators with diverse expertise, 3) Respecting Tribal and individual autonomy and timelines, and 4) Remembering who the work is meant to serve. In summary, the authors highlighted important recommendations to be considered when weaving together ITEK and Western science to better serve and engage Native American youth.

Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6–8) across a 3-year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6–8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment.

Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students’ global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum’s lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.

With the worldwide spread of STEM education, which is considered as one of the most important developments of the 21st century in the field of education, the question of how to assess STEM education activities has emerged. In STEM education, where many interdisciplinary learning outcomes are applied together and where the learning process is more important, it is natural for the traditional summative assessment methods to lose their validity. In Turkey, the 2018 science course curriculum was updated with the components of STEM education and the importance of process assessment was emphasized, but there is no detailed explanation given on how to do it. However, formative assessment was discussed in detail in an earlier Turkish science curriculum. In this article, discussion is presented on how to use formative assessment in STEM education with the aid of 2005 Turkish science curriculum together with examples from various resources.

The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

This study explores the form of curriculum documents and its implications for the enacted curriculum. In this study, the narrative voices that appear in the Scottish Broad General Education phase and the Swedish Compulsory phase of the curriculum are scrutinized in relation to the most likely reader of these documents-the teacher. The study adopts a critical hermeneutic approach to documents relating to the Swedish and Scottish Science curricula, focusing on the primary and lower secondary school phase of education. In addition, the analysis utilised the concepts and categories from narratology as an analytical framework that illuminates the emerging narrative voices in the curriculum documents. Both countries are similar in terms of "the teacher" not appearing in a prominent role but differ in terms of how teachers are framed from a narratological perspective. While the Swedish science curriculum appears to be a very rudimentary narrative, resembling "stage directions" for teachers' activity, the Scottish science curriculum contains a variety of different narrative voices, although none of these puts the teacher in an active, autonomous or decision-making position.

Going beyond ceremony to meaningfully integrate the lived experiences and narratives of Blacks particularly African Americans in the science curriculum, requires pragmatic research methodologies. K...

Teachers and students had to use distance education environments due to the COVID-19 pandemic that suddenly emerged globally. This research aims at obtaining the views of gifted students who took the differentiated science curriculum (DSC) and teachers who conducted the DSC on the distance education process. The research was designed as a case study. Twelve seventh-grade gifted students (aged 11-12), a researcher teacher, and an observer teacher participated in the research. Student diaries, teacher diaries, and online focus group interviews were used to collect data, which were then analyzed with thematic analysis. It was observed that the students had parallel expectations and goals to the DSC at the beginning of the process. Moreover, they had positive and negative views on the distance education process. The students stated that they achieved their DSC goals at the end of the process and generally had positive experiences. On the other hand, the teachers drew attention to the problems arising from the educational environment, students, and curriculum in the distance education process. These problems were like communication, technical issues, lack of motivation, and timing. At the end of the process, the teachers suggested solutions to the problems.

In common with many other countries, the Iranian science curriculum does not introduce primary children to atoms and molecules but instead leaves the teaching of these concepts until high school. This paper challenges this practice and describes the changes in elementary Iranian children’s understanding of atoms and molecules following a 10-h teaching intervention about basic atomic-molecular theory, derived from recently published Australian research. The participants involved in this study are a group of 25 Iranian children aged 9 to 12 years old, who participated in a vacation summer school where they were taught about the structure of atoms and molecules. Thematic and content analysis of children’s written responses and drawings before and after the intervention reveal significant changes in their conceptual thinking. The results also show the extent to which the children can generate microscopic representations of the states of matter from their understanding of atoms and molecules.

All the countries have an effort in cultivating environmentally literate citizens since the governments and citizens are responsible to protect the environment. Turkey is one of these countries which integrated environmental education topics and objectives into the science curriculum. Different frameworks have been developed to assess individuals' views about, attitudes and behaviors towards the environment and address environmental issues. These frameworks mostly focus on environmental literacy but they do not emphasize environmental citizenship. Assessment of the curriculum through the lens of a framework that grounds on both environmental literacy and citizenship is important and needed in order to cultivate environmentally literate citizens. Therefore, this study aimed to investigate the extent to which the newly developed science curriculum provided the opportunity to constitute environmental literate citizenship at the 5th grade level. We benefited a coherent framework grounded by environmental literacy and environmental citizenship in our inquiry to analyze the curriculum. Included among the data collection sources were curriculum documents, objectives, and learning and assessment activities at the 5th grade level. The data analysis consisted of two steps; (i) analysis of the objectives and (ii) content analysis of the human and environment unit at the 5th grade science textbook within the context of environmental literate citizenship. Our findings indicated that the objectives under environmental citizenship required social action and these objectives were associated with critical environmental literacy. In conclusion, the content had the potentiality to help students develop critical viewpoints about environmental issues from critical environmental literacy and justice-oriented citizenship aspects and take social action to make a change in their environment., All the countries have an effort in cultivating environmentally literate citizens since the governments and citizens are responsible to protect the environment. Turkey is one of these countries which integrated environmental education topics and objectives into the science curriculum. Different frameworks have been developed to assess individuals' views about, attitudes and behaviors towards the environment and address environmental issues. These frameworks mostly focus on environmental literacy, but they do not emphasize environmental citizenship. Assessment of the curriculum through the lens of a framework that grounds on both environmental literacy and citizenship is important and needed in order to cultivate environmentally literate citizens. Therefore, this study aimed to investigate the extent to which the newly developed science curriculum provided the opportunity to constitute environmental literate citizenship at the 5th grade level. We benefited a coherent framework grounded by environmental literacy and environmental citizenship in our inquiry to analyze the curriculum. Included among the data collection sources were curriculum documents, objectives, and learning and assessment activities at the 5th grade level. The data analysis consisted of two steps: (i) analysis of the objectives and (ii) content analysis of the human and environment unit at the 5th grade science textbook within the context of environmental literate citizenship. Our findings indicated that the objectives under environmental citizenship required social action and these objectives were associated with critical environmental literacy. In conclusion, the content had the potentiality to help students develop critical viewpoints about environmental issues from critical environmental literacy and justice-oriented citizenship aspects and take social action to make a change in their environment.

In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her “Family Science Lesson Planning” assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided them to recognize, articulate, and translate their own familial curriculum into science lessons. As a result, the three participant preservice teachers’ own histories and familial knowledge were repositioned and valued alongside science. Our findings show how to use science curriculum and instruction to border cross between home and school, thereby making science more accessible.

High school students need more comprehensive scientific inquiry learning instruction through research ethics education. Yet, this topic is often overlooked in the science curriculum. To collect bas...

In the COVID-19 pandemic situation, online education is an interesting way to enable learning anywhere. Especially in postgraduate instruction, the student's arguments, and shared knowledge and experiences with colleges are important and can be enhanced by collaborative learning activities in certain seminar courses. The purpose of this study is to evaluate the effectiveness of using the webinar on Microsoft teams considered from satisfaction towards the webinar and attitude toward MST. The participants were 40 graduate students who enrolled in a seminar in science curriculum and instruction course at Sukhothai Thammathirat Open University. The research tools were as follows: 1) A satisfaction towards the webinar questionnaire, 2) attitude toward the MST questionnaire, and 3) an interview form. The mean, standard deviation and content analysis were used for data analysis. The results of this study indicated that the vast majority of graduate students had felt satisfaction towards the webinar and attitude toward MST were scored at an overall high level. The results suggested that the collaborative learning on webinars could be an appropriate alternative to be used as supplement for traditional face-to-face learning, particularly when there is a need for locational flexibility.

Celem pracy jest przedstawienie i analiza wydarzeń z 1999 roku. Podczas rutynowego procesu aktualizowania stanowych szkolnych standardów nauczania w stanie Kansas (USA), grupa lokalnych aktywistów kreacjonistycznych (w większości kreacjoniści tzw. młodej Ziemi) podjęła udaną próbę wprowadzenia poprawek do dokumentu końcowego programu nauczania przyrody.Dokument ten został przyjęty w głosowaniu Radę ds. Edukacji stanu Kansas w sierpniu 1999 roku. Wprowadzone z inspiracji kreacjonistów poprawki m.in. usuwały z programu nauczania przyrody zapisy mówiące o nadrzędnej i niepodważalnej roli neoDarwinowskiej teorii ewolucji i w ogóle ewolucjonizmu w nauce, w szczególności zaś w biologii, antropologii i geologii (oraz szerzej we wszystkich naukach zajmujących się pochodzeniem Wszechświata i człowieka).Rozpętana po tym fakcie przez ewolucjonistów ogólnoamerykańska (a nawet i międzynarodowa) polityczna i medialna nagonka na stan Kansas, w której nie brakowało szyderstw i drwin, doprowadziła ostatecznie przy następnych wyborach stanowych do elekcji nowych członków Rady, którzy anulowali kontrowersyjne zapisy i przywrócili „proewolucjonistyczne", zgodne z obecnym stanem wiedzy i opinią większości naukowców zapisy.We Wprowadzeniu przedstawiona została krótko historia „afery Kansas", ze zwróceniem szczególnej uwagi na istotne jej momenty, wprowadzając jednocześnie czytelnika w sedno zagadnienia.Część główną pracy stanowią trzy rozdziały, których treścią jest analiza (przedstawienie wraz z komentarzem) zmienionych, dodanych bądź usuniętych zapisów w końcowym dokumencie programu nauczania przyrody dla szkół publicznych stanu Kansas w stosunku do proponowanego, „proewolucjonistycznego" projektu. Zadaniem komentarza jest przedstawienie argumentów stron oraz odpowiedź na pytanie, jak poszczególne zapisy należy traktować w kontekście filozoficznego sporu ewolucjonizm-kreacjonizm; czy wszystkie poprawki wprowadzono na korzyść kreacjonizmu lub niekorzyść ewolucjonizmu?W Zakończeniu następuje zebranie wszystkich pojedynczych spostrzeżeń w ogólne wnioski oraz wypływające z nich dalekosiężne, niewidoczne być może „na pierwszy rzut oka", polityczne, społeczne i ekonomiczne konsekwencje, nadające „aferze Kansas" znacznie bardziej poważne znaczenie, niż mogłoby się zrazu wydawać.

This study has two aims. The first is to determine the effect of argumentation and epistemologically enriched argumentation on academic achievement. The second is to determine students’ opinions about the effect of the integration of argumentation and epistemologically enriched argumentation into the teaching process on academic achievement. In this regard, a mixed research method was utilised in the study. The sample consisted of 98 seventh-grade students studying in public schools in Turkey. The quantitative data of the research were collected using an achievement test. The qualitative data were collected by semi-structured interviews with 12 students selected from the experimental groups. There were two experimental groups in the study. Students in the first experimental group learned the Structure and Properties of Matter unit by the integration of conventional argumentation into the teaching. In the second group, students learned the same topic through epistemologically enriched argumentation. In the comparison group, the Turkish National Science Curriculum was used with no integration of argumentation. In the study, it was determined that the students in both experimental groups were more successful than the students in the comparison group. The findings of the research are discussed considering the related literature and suggestions were given.

The purpose of this study was to investigate how 22 preservice science teachers’ (PSTs’) beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner’s perspective and a teacher’s perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid- and post-course), (b) lesson plans (mid- and post-course) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs’ reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm. Supplementary Information The online version contains supplementary material available at 10.1007/s10763-021-10177-y.

Background: There is a growing view that ‘Big Ideas of science education’ are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose: This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample: A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaiso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them. Design and methods: The research instrument was a questionnaire with open-ended questions. Results: The use of Big Ideas was seen as the ‘natural way’ to teach science, mostly related to the students’ daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students’ learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework. Conclusion: The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere.

Schooling traditionally affords students more experience in learning and practicing procedures than in identifying what a situation calls for. When asked to choose appropriate numerical data to support their causal claims, college students perform surprisingly poorly. In one case we describe, almost all chose limited, inconclusive data as sufficient evidence, despite having available the more comprehensive data needed to support their claim and despite their established competence to employ such data for this purpose. Our objective in highlighting this weakness is to make a case that choosing one’s evidence warrants the status of an important metacognitive intellectual skill and educational objective, one central to but that extends well beyond the domains of scientific and mathematical reasoning and hence warrants greater attention both in and beyond the science curriculum. People may choose evidence to justify their assertions in an ill-considered way, with potential adverse effects in both private and public communication.

Curriculum reforms are implemented in various countries to improve their educational system. This article presents the teaching competencies, needs and challenges encountered by the Department of Education (DepEd) Science teachers in Partido District, Camarines Sur, Philippines along with the implementation of the K to 12 Science curriculum. It employed the descriptive method of research and administered the researcher-made instrument to 49 DepEd Science teachers. The majority of the teachers rated themselves with very high competencies in Earth Science and Biology and high competencies in Chemistry and Physics, however some expressed need to further deepen their understanding in some concepts such as Light and Electricity, Circular Motion, Projectile Motion, Conservation of Linear Momentum, and Concentration of Solutions. Teachers attain proficiency of a more complex competency if they acquire proficiency of preceding competencies. The availability of instructional materials and the “concept of experience” help teachers have a better grasp of science concepts. Continued support from the government and other stakeholders is needed to address the perennial problems/challenges that DepEd teachers encountered. KEYWORDS: challenges, competencies, DepEd teachers, pedagogical knowledge, Science curriculum

Individuals have different opinions and views on many socio-scientific issues such as nuclear power plants, stem cells, influenza vaccine, cloning and organ transplantation that affect social life. Scientific attitudes and scientific literacy of individuals can affect their approach to socio-scientific issues. In this study, it is aimed to reveal how the opinions of 8th grade secondary school students towards socio-scientific issues change according to their scientific attitudes. For this purpose, "Scientific Attitude Scale" and "Socio-Scientific Issues Evaluation Form" were applied to the students. In this study, mixed research design was used and qualitative and quantitative data were collected together. The scientific attitude levels of the students participating in the study were determined according to the quantitative findings obtained from the study. In general, it was observed that the students had a moderate scientific attitude. Students were divided into three groups according to their scientific attitude scores as lower, moderate and upper. The opinions of the students in the lower and upper groups on socio-scientific issues were analysed based on both qualitative and quantitative findings. According to the findings obtained from the study; it was determined that students with a high scientific attitude have more knowledge and views on socio-scientific issues than students with low scientific attitudes.

The descriptive-correlational research examined the awareness, attitude, and implementation of science spiral curriculum concerning students’ academic performance. Findings revealed that teachers are moderately aware, have a favorable attitude, and moderately implemented the science curriculum, including objectives, methodology, learning resources, and assessment were relatively implemented while facilities were less implemented. It was also determined that they have a satisfactory rating in a science subject regarding students’ performance. The level of awareness, attitude, and implementation of the K to 12 science curriculum regarding sex, academic qualification, and teaching length had no significant difference. Finally, it revealed further that the level of awareness, attitude, and implementation of the spiral progression curriculum to students’ academic performance has no significant relationship to the aforementioned variable. Thus, enhancement programs, skills training, and the procurement of science laboratory equipment are needed to enhance the educational process to meet the K to 12 science curriculum set standards.

The present study explored the impacts of a contextualised outdoor science curriculum on what and how elementary students learn when immersed in the local contexts in which natural phenomena occur....

Many reforms have been taking place in the development and implementation of education curriculum across the globe to uplift the standard of education. In 2006, the Government of Pakistan had revised the science curriculum of secondary grades after few decades to meet the challenges of modern times. The current study has adopted a quantitative approach it the descriptive research design was used. The data was collected through a questionnaire. The reliability of the questionnaire was found to Cronbach alpha =0.723 which is reliable. The percentages, mean and standard deviation was calculated. The findings of the study revealed that the science curriculum could not be implemented properly due to the inclusion of extra topics in the science curriculum of secondary grade, time constraints and availability of laboratory equipment. This study recommends the syllabus should be condensed and extra topics from the syllabus must be removed.

The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BILSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students’ astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.

A service learning course has been developed through which undergraduate science students create problem-based learning materials for use in high school science classes. Undergraduate students research active learning pedagogies with a specific focus on problem-based learning, create original materials to be used in grades 11 and 12 chemistry and environmental science classes, and work in coordination with secondary school teachers to facilitate the use of their original problems in high school classes. For many of the participating students, this is their first experience with self-directed learning and a rare opportunity to develop pedagogical content knowledge. Beginning through a partnership with a single high school teacher, this program has expanded to include nine teachers at five different schools, and interest continues to grow. This article presents the motivations and goals of the course for participating students, the structure and outline of the course, sample works that have been created by students, as well as some student outcomes from past sessions of the course.

The aim of the current research is to identify the effect of How can we develop a unit of science curriculum for the second preparatory grade based on the strategy of Woods for development of attitudes towards the rationalization of sustainable consumpton. The researcher uses the experiment method in her study to be administered upon a sample consistes of (60) the second preparatory grade students, they are divided into two groups, an experimental group (30) pupils and a control group (30) pupils. The Research uses Pre-application of tools (a list of concepts of sustainable production and consumption suitable for the second grade preparatory students- Scale of Attitudes towards Rationalizing Sustainable Consumption.-Scale of Critical Thinking on both groups (an experimental group , and a control group pupils. The experimental group has been treated then a post–application is administered on both group. For examination signification of differences between averages,a T. Test is used for two independent sample accompanied by a statistical treatment of SPSS Program.

This paper describes an action research project conducted in 2013 that questioned 262 students from years 5 to 10 about their use of eBooks and audio books for pleasure reading. The students’ responses demonstrated a strong preference for paper over digital versions of texts, a range of interesting feedback about their experiences with digital formats and their preferences for different formats in light of different types of reading needs. The responses also included a range of advantages and disadvantages, as perceived by the respondents, of the different formats. The survey responses, in line with current research, indicate value in exploring how readers respond to format types – the importance of format should not go unacknowledged, as it is clear that the interaction of the reader with format is complex. This paper considers the important areas of comprehension, concentration, eye strain the impact of format on our senses and the need for adequate support.

Esse estudo se propôs a criar uma análise sobre o estágio supervisionado do curso de ciências contábeis como ferramenta para a inserção mercadológica. A sua fundamentação teórica se divide em duas seções, de forma linear e metodologicamente dedutiva, a pesquisa segue do geral ao particular abordando sobre a importância da satisfação do concludente quanto a sua formação, o processo formativo do acadêmico de contabilidade, com duas subseções a relação da teoria/prática e por fim, o estágio supervisionado e sua importância formativa. O objetivo geral desse estudo foi comparar os acadêmicos concludentes que estão imersos no mercado de trabalho e os que não estão sobre a importância do estágio supervisionado no curso de ciências contábeis. A metodologia empregada segue os preceitos de uma pesquisa experimental, com abordagem qualitativa e na coleta dos dados utilizou a técnica de questionários estruturados. Com esse estudo, os resultados alcançados respondem que há uma compreensão quanto ao descompasso da prática contábil acadêmica com a prática contábil mercadológica, bem como um entendimento de que o currículo de ciências contábeis precisa passar por uma atualização de conteúdos. No entanto, a maioria dos alunos concludentes não observa a ausência de temas relevantes sobre a contabilidade tratados no estágio, mas evidenciam que o currículo de ciências contábeis da IES atende parcialmente as suas necessidades de formação.

Remarkable science curriculum reform is coming about in the United Arab Emirates (UAE), reflecting a remarkable shifting from the previous science curricula. This type of reform has significant suggestions for teachers. There are limited research studies on teachers‘ perception regarding these reforms. This qualitative study aimed to explore the impact of the Next Generation Science Standard, being the latest science education reform in the UAE, on teachers who are involved in implementing reform. The study was carried out in a US curriculum school in Dubai. Semi-structured interviews with 14 science teachers who teach different grade levels (K-12) were conducted along with 6 class observations. The other source of data collection was the NGSS curriculum documents. The findings showed that the obstacles faced by the teachers with the NGSS curriculum reform were that the curriculum involves big innovative ideas within short timelines, teachers‘ inability to shift the classroom towards the desirable outcome, and the shortage of organization and coherence between the school‘s stakeholders. These finding could be utilized to plan for professional development sessions to support the teachers with more ideas and strategies to convey the implementation of the three-dimensional science curriculum. Moreover, this study could help the leaders and policymakers to ensure the readiness of the teachers and the school before any reform implementation. Keywords: curriculum reform, three-dimensional science curriculum, next-generation science standards, instructional practice

Pedagogical content knowledge of science teachers includes knowledge of representational forms, such as visual displays. Past research has provided a general means to evaluate pictures, but is not ...

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students. ML was used to develop automated scoring models for students’ argumentation texts as well as to explore emerging patterns between students’ simulation interactions and argumentation scores. The study occurred as we were developing the first version of simulation feedback to augment the existing argument feedback. We studied two cohorts of students who used argument only (AO) feedback (n = 164) versus argument and simulation (AS) feedback (n = 179). We investigated how AO and AS students interacted with simulations and wrote and revised their scientific arguments before and after receiving their respective feedback. Overall, the same percentages of students (49% each) revised their arguments after feedback, and their revised arguments received significantly higher scores for both feedback conditions, p

Comenius (1592–1670) has been widely studied in educational research, although limited work has addressed his thinking about science education comprehensively. His Pansophist philosophy led him to ...

Gelişmiş ülkelerin fen bilimleri öğretim programlarında yer alan yeterlikler, öğrencilerin günlük yaşamda karşılaştıkları problemleri çözebilen bireyler olarak yetiştirilmesi açısından önemlidir. Bu noktada, öğretmenlerin hizmet öncesi dönemde hem bu yeterliklere hem de kendi ülkesinin öğretim programında belirtilen yeterliklere göre yetiştirilmesi, öğrencilerde bu yeterliklerin gelişimini etkili olarak sağlamaları açısından önemlidir. Bu kapsamda bu araştırmada öncelikle PISA sınavında fen bilimleri başarı sıralamasında ilk sıralarda yer alan Singapur, Estonya ve Finlandiya ile yenilikçi, girişimci ve teknolojide gelişmiş ülkeler içerisinde ilk üçte yer alan Amerika ve Almanya fen bilimleri öğretim programları analiz edilerek öğrencilerinden beklenen temel yeterlikler belirlenmiştir. Daha sonra ülkemizde fen bilimleri öğretim programında yer alan temel yeterlikler belirlenmiştir. Gelişmiş ülkelerde belirlenmiş yeterlikler ile ülkemizde fen bilimleri öğretim programında yer alan yeterlikler çerçevesinde, 2018 yılında güncellenen Yüksek Öğretim Kurumu Fen Bilgisi Öğretmenliği Lisans Programı analiz edilmiştir. Araştırma sonuçlarının öğretmen yetiştirme programlarının geliştirilmesine ve görevde olan öğretmenlere uygulanacak hizmet içi eğitimlerin içeriğinin güncellenmesine katkı getireceği düşünülmektedir.

The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the teachers to deal effectively with environmental education, leading to creating awareness in problems and their solution among children regarding concepts of waste management, littering and sustainability. Topics related to awareness about reducing, recycle, reuse, and ecosystems were a vital part of the environmental curriculum and practices in Turkey. Exploring climate change and the environment was found to be part of the Science curriculum in Pakistan. However, the practical activities regarding environmental education were relatively less in Pakistan as the implementation of the curriculum is not in its mature stages. Comparison of the study reveals that incorporating environmental projects benefitting from national and international organizations in Pakistan would help as they have contributed constructively in creating awareness in the education sector in Turkey and Canada.

O artigo descreve uma prática interdisciplinar desenvolvida em uma escola municipal de Ensino Fundamental 2 em Curitiba, que consistiu na articulação entre os saberes científicos desenvolvidos no componente curricular de Ciências e os saberes populares relacionados a hortas urbanas, costurados pela Robótica e pelo viés maker, realizando o reaproveitamento de materiais em uma abordagem STEAM. A metodologia é de natureza qualitativa, exploratória, com observação e pesquisa participante. Os resultados revelaram estudantes estimulados a refletir sobre as práticas alimentares, os cuidados com o ambiente, o consumo consciente e o reaproveitamento de materiais. Concluiu-se que as práticas interdisciplinares conduzidas de maneira lúdica e mão na massa, envolvendo tecnologias como a Robótica, contribuem positivamente para uma postura mais crítica e ativa dos estudantes.

Conventional school science has often portrayed obesity as a self-inflicted problem. It tends to ignore perspectives at the systems level, such as social, political, marketing and economic factors ...

To examine differences between sequences of secondary science courses on achievement on science high stakes exams, a purposive quantitative research design was utilized in this study. A short survey was sent out to public high schools in the state of Missouri that asked to identify their main science course sequence. In addition, participants were asked to indicate if they had altered their science course sequence between the years of 2012 and 2017. This data were compared to their average building science American College Testing (ACT) score for the 2015–2016 and 2016–2017 school years in which all 16–17-year-olds in the state were required to take the exam. The analysis of the results found no connection between science course sequence and performance on the science section of the ACT for either year. In addition, it was found that schools that indicated that they altered their science course sequence had no difference in performance on the science portion of the ACT. Further research is needed to determine if there are any benefits to altering a science course sequence.