Search

This study examines a science teacher's pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The study’s data were analyzed in an in-depth analysis of explicit PCK. The main findings of the study are: (1) gifted students required additional science practice beyond the scope of the traditional curriculum, (2) the participating teacher encountered challenges when designing and implementing enrichment activities, (3) the characteristics of gifted students positively influenced the development of the teacher's pedagogical content knowledge, and (4) the presence of gifted students prompted a shift in the teacher's science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or pedagogical content knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

Astronomy education is essential for STEM education in primary schools, and integrating engineering design-based science education enhances student engagement and achievement in the field of space science. Integrating engineering design into science education is essential for students to excel in astronomy and to meet the requirements of contemporary society. This study investigated the effect of engineering design-based instruction (EDBI) on the understanding of astronomy concepts among sixth-grade students. The study included a cohort of 37 sixth-grade students from a public school. It was carried out using a one-group pre-test, post-test experimental design. All participants received EDBI that was based on the objectives of the 6th grade "Solar System and Eclipses" unit. Statistical analyses were employed to ascertain the effect of astronomy instruction based on engineering design on students' comprehension of astronomy concepts. The results indicated a significant difference in the average scores of students' understanding of astronomical concepts before and after being taught using EDBI.

The aims of this research were to examine the changes in the students' perceptions of engineers, engineering as a profession, learning of engineering design processes (EDP), awareness of engineering branches, and their future career choices through Engineering Design Process activities with the 5E learning model. Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students' perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living.

The aim of this study is to present the implementation steps of an engineering design process-based activity. The activity was implemented with 6th-grade students; 21 students were involved. Various visuals were used to attract the students' attention during the introduction of the activity, and discussions were held about engineers and engineering. In the design process, students were asked to design a thermos that meets the criteria and limitations of the problem by following the eight-step engineering design process. The students researched the problem through information cards, suggested different solutions, and chose the one that solved the problem best among the alternatives. The activity continued with constructing and testing the thermos, sharing solutions, and determining the thermos design with the least temperature change. The students were asked to make suggestions to improve their thermos designs. The activity was evaluated by using the diagnostic tree, analytical rubric, and Draw an Engineer Test.

The nature of science aspects (NOS) are the most emphasized theme inmany curriculum and reform attempts. Teachers as a curriculumimplementer in the classroom play important role for policy, arrangementsand classroom experiences on NOS understandings of students. Researchersgenerally assessed the teachers’ NOS conceptions using open-endedquestions plus interview in limited samples. However, in the literature, therehave been some critics on this way of assessment. For that reason, this studyaims to assess elementary science teachers’ (N=47) NOS conceptions byusing “Open-ended questions” and “Knowledge test”. The results showedexistence of some misunderstandings on NOS and the participants’responses to knowledge test and open-ended questions gave similar patternin terms of ten aspects of NOS, except for three aspects.