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Science literacy is at the nation's forefront, and the Next Generation Science Standards were revamped with the goal of guiding teachers in an enhanced approach to science teaching and learning [...]

Computational thinking (CT) is most often defined as the problem-solving practices, concepts, and dispositions that draw on the computer science discipline (CSTA & ISTE, 2011; Wing, 2006). CT involves breaking [...]

This paper examines the current status of secondary school science teachers' gender-responsive pedagogy (GRP) practices. Women's participation in secondary school teaching is a major concern in many regions of the world. The use of instructional strategies that promote gender inclusion and sensitivity in initial teacher training is very important in the development of teachers. In this paper, the use of gender-responsive pedagogy in Ethiopia's secondary school program is highlighted. Using data from baseline, midterm, and end-line surveys, the paper addresses how tutors and mentors use gender-responsive pedagogy and the changes that have occurred as a result. The study adopted a qualitative approach using lesson observations and interviews to capture data from ten novice teachers and twenty mentors sampled from six secondary schools. The findings presented in this paper reveal that there has been significant improvement in the use of gender-responsive pedagogy by tutors within the core subjects (English, Mathematics, and Science). Both male and female tutors demonstrated increasing use of gender-responsive pedagogy in their teaching. A similar increase has been found in the use of gender-responsive mentoring strategies by mentors. The paper concludes by highlighting the implications of the findings for policy in the use of gender-sensitive pedagogy in Ethiopia's secondary school program. It also assesses the GRP practicing status of the teachers according to their gender and level of teaching experience. The required data were gathered from teachers, department heads, school principals, and students via interview and focus group discussion (FGD). The qualitative data were organized thematically by taking into account the issues raised in the research questions. By so doing, the findings revealed that science teachers were competent in their classroom organization and interaction and in tackling sexual harassment. On the contrary, they were ineffective in creating gender-sensitive lesson plans and teaching materials, and they also were weak in treating the subject of sexual maturation. The study also found that the teacher's gender and their level of teaching experience did not affect their GRP practices. Keywords: Gender, Science Teaching, Gender-Responsive Pedagogy, Qualitative research, Ethiopian Education, Introduction According to E.D. Ananga (2021), there is a significant body of evidence demonstrating that addressing inequalities in girls' education is an effective strategy for breaking the cycle of intergenerational [...]

Contrary to the results of some studies, is online education expected to be as effective as face-to-face education? If this question is answered in the affirmative, how can a design be made for Physics education? This research aims to determine the effectiveness of infographic-assisted physics teaching with collaborative groups in teaching physics subjects online, face-to-face, and coeducational settings. In this research, action research method was used and both qualitative and quantitative findings were analyzed. The sample of the study consists of 168 students studying in one of the high schools in Turkey, where one of the researchers teaches physics. Four different data collection tools were used in the study. These tools are: a five-point Likert-type questionnaire, one consisting of 17 questions and the other 20 questions, an interview form consisting of 4 questions, and rubrics consisting of 6 items. Quantitative findings were evaluated with SPSS and qualitative findings were evaluated with the help of content analysis. According to the results obtained from the research findings, infographic applications in collaborative groups offered in different learning environments such as online, face-to-face, and hybrid learning contribute positively to the development of students' self-efficacy and social skills for learning physics lessons. Applications carried out with infographic-supported collaborative groups (ISCGs); these applications contributed to the development of physics learning, attitude toward physics lessons, and social skills of students studying in online, face-to-face, and hybrid learning environments. It has been determined that these practices contribute positively to the elimination of academic and social differences among students. On the other hand, when ISCG applications in Physics education are carried out together with online education, which is perceived as disadvantageous, it increases the group responsibilities of the students and enables them to have equal opportunities with the environments where face-to-face education is provided. The technological content of ISCG applications affects the attitudes of high school students positively and ensures their active participation in the activities throughout the process. Key words: physics teaching, cooperative learning, infographics, online education, hybrid education, 1. Introduction In parallel with the rapid developments in technology, the needs in daily life and schools have begun to differ. The field where these needs are felt the most [...]

Albert Einstein is credited as saying, 'The important thing is not to stop questioning. Curiosity has its own reason for existing' (1955, p. 64). As literacy leaders, we can buoy [...]

Educational dialogue has emphasized that math and science courses be more meaningful and engaging in high school. One way in which this has materialized has been through the introduction of applied STEM courses (i.e., information technology and engineering). In these courses, traditional math and science concepts are to be more educationally engaging by addressing practical challenges that reach beyond high school. Thus far, research has examined if taking applied STEM courses in high school boosts math achievement, advanced math or science coursetaking, or choosing a STEM college major. Using data from the Education Longitudinal Study of 2002, this study examined if taking applied STEM courses in 9th or 10th grades linked to high school completion and college-going behavior. The results suggested a positive association of this early applied STEM coursetaking on all end of high school and college-going measures, though the results were not differentiated by individual- or school-level characteristics. Keywords: STEM coursetaking; applied STEM; high school completion; transition to college, Historically, math and science concepts have been taught in high school independently of one another, and researchers have noted that disciplinary content is often siloed with little connection being fostered [...]

Inuit Qaujimajatuqangit (IQ), 'the Inuit way of knowing,' and science each approach observation of the natural and physical world from shared yet different epistemologies. Studies that integrate IQ and science demonstrate the inherent value of using observations and findings from both to understand Arctic systems. Yet holders of IQ and scientists often do not fully comprehend the practice of the other because they think and approach observation and knowledge differently. Using the concept of Isumaqatigingniq, or 'thinking together,' we will form an educational program, Isumaqatigingniq-Science, Technology, Engineering and Mathematics, (I-STEM), that will highlight and integrate studies of the narwhal and the Arctic environment undertaken with contributions from IQ and science. Program outreach will target high school students from both Inuit and non-Inuit backgrounds. Understanding existing efforts that combine these knowledge frames will hopefully inspire future collaborations by these groups. Learning through I-STEM will better equip students to address scientific themes that design, optimize, and implement collaborative observation systems. Inuit and scientific research efforts are essential for a deeper understanding of the Arctic environment. Implementing an active educational program that engages high school youth to understand the value of incorporating these two ways of knowing will help foster a future educational environment of collaboration. The educational I-STEM model will bring a new Inuit perspective to formal scientific education programs and share perspectives of science and Inuit knowledge within Inuit educational programs. Isumaqatigingniq can continue growing, incorporating new perspectives on Arctic observations and knowledge. Key words: Arctic; Inuit; Isuma; Isumaqatigingniq; STEM; United Nations; sustainable goals; environment; Qaujimajatuqangit; education; narwhal L'Inuit Qaujimajatuqangit (IQ), soit << la facon de savoir des Inuits >>, et la science abordent toutes deux le monde physique et le monde naturel a partir d'epistemologies partagees, quoique differentes. Les etudes qui font appel a l'IQ et a la science demontrent la valeur inherente de recourir aux observations et aux constatations de ces deux branches pour comprendre les systemes arctiques. Pourtant, il arrive souvent que les detenteurs de l'IQ et les scientifiques ne comprennent pas entierement la pratique de l'autre parce qu'ils considerent et approchent l'observation et les connaissances differemment. En nous appuyant sur le concept de l'Isumaqatigingniq, ou de la << reflexion collective >>, nous formerons un programme educatif appele Isumaqatigingniq-science, technologie, ingenierie et mathematiques (I-STEM), qui mettra en evidence et integrera les etudes sur le narval et l'environnement arctique realisees a l'aide de l'IQ et de la science. Ce programme visera les eleves du secondaire deuxieme cycle, inuits et non inuits. Le fait de comprendre les efforts actuels faisant appel a ces deux cadres de connaissances inspireront, esperons-le, des collaborations futures de la part de ces groupes. Grace aux apprentissages faits par le biais du programme I-STEM, les eleves seront mieux outilles pour aborder les themes scientifiques donnant lieu a la conception, a l'optimisation et a la mise en reuvre des systemes d'observation collaboratifs. Les efforts de recherche menes a bien par les Inuits et les scientifiques sont essentiels a une comprehension approfondie de l'environnement arctique. La mise en reuvre d'un programme educatif actif incitant les jeunes de l'ecole secondaire deuxieme cycle a comprendre la valeur de l'incorporation de ces deux methodes de connaissances aidera a favoriser un milieu educatif axe sur la collaboration. Le modele educatif I-STEM permettra d'integrer une nouvelle perspective inuite aux programmes d'education scientifique officiels et de partager les perspectives des connaissances de la science et des Inuits a l'echelle des programmes educatifs inuits. L'Isumaqatigingniq peut permettre de continuer a cultiver et a incorporer de nouvelles perspectives sur les observations et les connaissances propres a l'Arctique. Mots cles : Arctique; Inuit; Isuma; Isumaqatigingniq; STEM; Nations Unies; objectifs durables; environnement; Qaujimajatuqangit; education; narval Traduit pour la revue Arctic par Nicole Giguere., INTRODUCTION The formation of an educational program through the Inuit process of Isumaqatigingniq, or 'thinking together,' is in the final stages of development. Isumaqatigingniq-Science, Technology, Engineering and Mathematics (I-STEM) has [...]

With the start of the COVID-19 pandemic and the decision to close post-secondary schools to in-person teaching, an opportunity was presented to examine the challenges, benefits, and ability to pivot to an online teaching environment. Given the tight deadline to present Chemistry 121 (General Chemistry and Laboratory I) for the first time as an online course, during the Summer 2020 semester at Simon Fraser University, a team-based approach to develop and run the course was used. The approaches adopted and new course components utilized are analyzed from the students' perspective to gauge their efficiency. The insight gained from converting this large enrollment course will be offered. Key words: first-year undergraduates, curriculum, inquiry-based and discovery learning, computer-based learning, multimedia-based learning. Le debut de la pandemie de COVID19 et la decision de fermer les etablissements d'enseignement postsecondaire a l'enseignement en personne ont donne lieu a une occasion d'examiner les enjeux, les avantages et la capacite de se tourner vers un environnement d'enseignement en ligne. Etant donne le court delai pour presenter le cours Chemistry 121 (General Chemistry and Laboratory I) pour la premiere fois en ligne a l'Universite Simon Fraser lors du trimestre d'ete 2020, nous avons utilise une approche fondee sur le travail d'equipe pour elaborer et dinger le cours. Nous avons effectue une analyse des approches adoptees et des nouveaux elements de cours, realisee du point de vue des etudiants, pour evaluer leur efficacite. Nous communiquons ici les connaissances acquises lors de la conversion de ce cours auquel s'inscrivent un grand nombre d'etudiants. [Traduit par la Redaction] Mots-cles: etudiants de premier cycle/general, cursus pedagogique, apprentissage par la recherche et par la decouverte, apprentissage assiste par ordinateur, apprentissage multimedia., Introduction Every educator has experienced the anxieties of teaching from the middle of night panics that the final exam will be too easy, to worries about how the lectures will [...]

Introduction As I sit down to write this article, it has been over a year since our schools, like many across the world, had to shut down due to the [...]

The following language comes from Flight of the Honey Bee, an award-winning picturebook about a bee's mission to find the last flowers of the season: Scout's wings hum to life, [...]

The laboratory is an essential element in the teaching and learning of chemistry, but it is challenging to provide this when delivering courses and programs online or at a distance. Studies have repeatedly shown that alternate laboratory modes can lead to equivalent student performance when compared with in-person experiences. In this literature review, we will examine five modes of laboratory delivery (i.e., face-to-face, virtual, remote control, home-study kits and, to a lesser extent, self-guided field trips) that may be considered in providing quality practical laboratory activities to support online studies. Each mode brings its own particular strengths and weaknesses and can be used individually or in combination. The selection and integration of those modes, which is driven by learning outcomes and other factors, will be examined as part of the design process. Finally, future laboratory design will certainly include new technologies, but potentially also elements like open educational resources, learning analytics, universal design, and citizen science. Key words: laboratory, online, distance, virtual, remote, home study, review, chemistry education. Les laboratoires sont un element essentiel de l'enseignement et de l'apprentissage de la chimie, mais la tenue de ces activites presente des difficultes dans le contexte de la prestation de cours et de programmes en ligne ou a distance. Des etudes ont montre a plusieurs reprises que d'autres modes d'enseignement pratique peuvent permettre aux etudiants d'acquerir des competences equivalentes a celles que permettent d'acquerir les experiences de laboratoire en personne. Dans cette revue de la litterature, nous examinerons cinq modes de prestation des laboratoires (soit en personne, virtuel, evaluation a distance, trousses d'etude a domicile et, dans une moindre mesure, excursions autoguidees sur le terrain) qui peuvent etre envisages pour offrir des activites pratiques de laboratoire de qualite en complement aux etudes en ligne. Chaque mode comporte ses forces et ses faiblesses et peut etre utilise seul ou en combinaison. Nous nous interesserons a la selection de ces modes, orientee par les resultats d'apprentissage et d'autres facteurs, et a leur integration dans le cadre du processus de conception des activites de laboratoire. Enfin, nous prevoyons que la conception des laboratoires inclura certainement dans l'avenir de nouvelles technologies, mais peut-etre aussi des elements tels que les ressources educatives libres, l'analytique de l'apprentissage, la conception universelle et la science citoyenne. [Traduit par la Redaction] Mots-cles: laboratoire, en ligne, distance, virtuel, a distance, etude a domicile, examen, formation en chimie., Introduction Although the laboratory experience is an integral part of any chemistry program, it is also probably the most challenging component to provide at a distance. Chemistry educators at online [...]

A Paleontological Outreach and Education Grant received from the Paleontological Society has inspired K-12 students, teachers, Delta State University students and educators about the diversity, abundance, and preservation of fossil resources throughout northern Mississippi. During the 2019-2020 academic year, more than 50 participants attended one or more events. Three field trips to fossil rich resources and a local museum that possessed exhibits about fossils transpired: the Mississippi Petrified Forest with the Mississippi Museum of Natural Sciences, Paleozoic invertebrate and late Pleistocene vertebrate and plant fossils at Nonconnah Creek with the Pink Palace Museum in Memphis, TN and the Union County Museum with a Late Cretaceous Coon Creek site in Union County, MS. Additionally, a one-day workshop occurred in which participants learned how to do various hands-on paleontological activities that researchers incorporate or that convey important paleontological concepts: casting sieving, creating acetate peels from coal ball specimens, investigating virtual website tours of paleontological sites, determining past climates using leaf margins from fossil leaves, developing a geological timeline, and more. Overall, participants gained insight into multiple areas of paleontology and discovered how paleontology integrates and embraces many disciplines including geology, environmental science, evolutionary biology, and systematics. The fieldwork and museum experiences have fulfilled several K-12 science education benchmarks. These opportunities also increased networking opportunities with other professors and professionals from other local institutions including Mississippi Valley University, Mississippi State University, University of Memphis, Mississippi Office of Geology, and Mississippi Museum of Natural Science. Keywords: experiential learning, field work, informal science education, paleontology, INTRODUCTION Many children are naturally curious and fascinated about nature. They regularly asked questions about flowers, insects, rocks, shells, minerals, and more that they encounter in the field (Dockery et [...]

It would be difficult to overstate the importance of supporting students' development of scientific literacies in light of the current global crises related to human health and the environment. Integrating [...]

The purpose of this study was to advance the literature addressing best practices capable of bridging the retention and completion gap in STEM education for underrepresent minority students. Using a mixed-methods design, this article delineates Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) program experiences, instructional strategies, institutional practices and students' persistence within the LSMAMP community. Five main themes emerged from the student interviews and survey results: (1) early exposure to STEM and familial support; (2) hands on involvement and academic intervention activities; (3) Peer group support; (4) institutional environment and infrastructural support; and (5) financial incentives. The top choices of faculty about institutional and instructional practices and learning strategies that enhance student learning and degree attainment were faculty mentoring, student opportunities to present research at or attend professional conferences, faculty advising, faculty tutoring/study sessions, peer tutoring, interactive lectures, and student opportunities to connect prior learning to new lecture content. Keywords: STEM, best practices, LSMAMP student, academic success, minority scholars, Note: 'This research is based upon work supported by the National Science Foundation, LSMAMP Award Number 1826699. Any opinions, findings, and conclusions or recommendations expressed in the research are those [...]

ABSTRACT. Using 3D printing, magnets, and simple electronics, three different interactive models were made to demonstrate complex chemical reactions to introductory chemistry students. Models were made to represent how to [...]

A current focus in schools in the United States is STEM education, which prepares students for successful employment and post-secondary studies that require unique and more-technically advanced skills through teaching and learning in the areas of science, technology, engineering, and mathematics (STEM). This approach is grounded in problem solving, discovery, and exploratory learning, which requires students to actively engage in a situation in order to find its solution. Students engage in STEM learning in many different ways, with technology and digital resources playing an important role. The prominence of technology in STEM education provides leadership opportunities for teacher librarians. Yet, teacher librarians must be prepared to lead in the integration of technology to support STEM education. This report presents identified needs of teacher librarians in regards to supporting STEM education and discusses implications for better preparing pre-service teacher librarians to lead in order to address the needs of a new generation of learners., Introduction and Research Purpose STEM education prepares students for successful employment and post-secondary studies that require unique and more-technically advanced skills through teaching and learning in the areas of science, [...]

An innovative digital platform developed in conjunction with the CSIRO brings middle years Science into the digital world and allows teachers to access a wealth of knowledge, as well as [...]

Although bioinformatics, the use of computational science to study biology, has become imperative in many areas of the biological sciences and related career paths, introductory biochemistry courses may disregard practical knowledge on bioinformatics. For this reason, we merged a hands-on activity module into an undergraduate biochemistry course in two ways. First, we incorporated bioinformatics modules for building phylogenetic trees by aligning the active sites of 10 chosen related α-amylase enzymes using freely available data. Secondly, we chose three of those 10 α-amylase enzymes to compare the 3D structure of their active sites. This module gives the students an opportunity to understand how to access biological information from public databases such as GenBank, and analyze the information using software like MEGA, ClustalW, and RasMol. Overall, our module should provide instructors with ideas on how to develop similar modules and encourage students to develop further independence in the use of bioinformatics tools. Keywords: bioinformatics module, MEGA, phylogeny, molecular data, RasMol, 3D structure of α-amylase, INTRODUCTION Across the various branches of the life sciences over the latter part of the last century, easy accessibility of high performance computers and effective data management algorithms began to [...]

What does 'Battle Sphere' mean to you? For fifth grade students in Norman, Oklahoma, it means a student-centered science learning experience built around the Guided Inquiry design process. The idea [...]