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This study examined students' perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students' mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students' perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students' highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students' perceptions on science learning environment predicted students' metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students' self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students' metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students.

ObjectiveTo compare osteoarthritis scores assigned through radiographic evaluation of 18 anatomic regions in the elbow joint with scores assigned through evaluation of 3-D maximum intensity projection (MIP), 3-D surface rendering (TSR), and multiplanar reconstructed (MPR) CT images, and to evaluate intraobserver and interobserver agreement of radiographic and CT scoring.SampleRadiographic and CT images of 39 elbow joints in 20 dogs.ProceduresImages were anonymized and graded independently by 5 observers. One observer graded 12 elbow joints 3 times. Intraobserver consistency and repeatability, interobserver agreement, consistency among methods, and bias between methods were calculated.ResultsThe most severe changes were observed at the proximal aspect of the anconeal process, and the medial and cranial aspects of the medial coronoid process. Intraobserver consistency was moderate or better for 11/16 regions with MIP images, 11/16 regions with TSR images, 17/18 regions with MPR images, and 14/18 regions with radiographic images. Interobserver agreement was moderate or better for 5/16 regions with MIP images, 9/16 regions with TSR images, 12/18 regions with MPR images, and 6/18 regions with radiographic images. Mean scores from CT-based methods were higher than mean radiographic scores.Clinical relevanceAssessments of osteoarthritis severity in the elbow joints of dogs obtained by examining radiographic images were generally consistent with assessments obtained by examining CT scans. MPR scores were more consistent and more comparable to radiographic scores than were MIP or TSR scores.

Background: Understanding students' views of the nature of science (NOS) has become one of the most discussed topics of science education in Saudi Arabia. Insights therein could inform curricular inform, preservice, and inservice teacher education and the national discourse around science in the Kingdom of Saudi Arabia (KSA). Purpose: This study examined Saudi secondary school students' views of the NOS and their epistemological beliefs by gender. Sample: The convenience sample comprised 592 Saudi male (66%) and female (44%) grade 10-12 students from boys' and girls' schools (N = 8) in one major city in the KSA's Eastern Province. Design and Methods: A quantitative research design entailed the administration of two self-report instruments in winter 2018: Scientific Epistemological Views (SEVs) instrument (measured NOS) and the Epistemological Belief Inventory (EBI). Data were analyzed using descriptive and inferential statistics. Results: Gendered profiles of Saudi secondary students' views of the NOS and epistemological beliefs were developed. Female students' NOS mean scores were significantly higher than males. Male students presented more naive epistemological beliefs than females. All respondents scored highest on the role of Social Negotiation when creating scientific knowledge revealing it as a key element of their scientific epistemological beliefs. All respondents scored highest on Omniscient Authority intimating they believed that scientific knowledge comes from authority. For all respondents, Cultural Impacts was a significant predictor of more sophisticated epistemological beliefs. Conclusions: The NOS and epistemological beliefs of Saudi secondary students were affected by gendered differences, religious Islamic teachings, and culture. These insights are important, because Saudi students' understandings of NOS affect their perceptions of science and how it can become part of their epistemological belief system. Religious beliefs, culture, and gender must be considered when designing Saudi science curricula and preservice and inservice teacher education.

It is of great importance that science educators teach COVID-19 and related pandemics to boost students' scientific literacy. A mixed methods research design (pre-post test instrument [N = 86] and semi-structured interviews [N = 11]--August 2020 to June 2021) evaluated the ability of an intervention (12 h, three-session, 3-day, online workshop) to augment middle school inservice science teachers' (Eastern Saudi Arabian province) ability to teach about medical terminology and the epidemiology of diseases. Teachers' cognitive gains were measured through evaluating their knowledge, comprehension, and application of workshop content before and after the intervention. Descriptive statistics and inferential t tests revealed statistically significant cognitive differences overall (p < 0.01) (posttest mean = 26.26/30, SD 2.83, t value 18.51) and along knowledge (posttest mean = 5.72/7), comprehension (mean = 7.50/8), and application (mean = 13.05/15). A high effect size coefficient n2 indicated a large effect on cognitive gains. Thematic analysis about participants' subsequent efforts teaching workshop content to students revealed positive and negative experiences. The former included improved student engagement with the curriculum, community connections via project-based learning, and opportunities to teach colleagues about COVID-19. The latter concerned insufficient time, an obligation to teach the current curriculum without adding COVID-19 content, and administrative resistance. Recommendations pertain to augmenting the workshop curriculum and likeminded research initiatives.

This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five-point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs' beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the 'neither agree nor disagree' category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs' science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.