Affordances of augmented reality technology for science education: Views of secondary school students and science teachers

2021 ◽  
Author(s):  
Faruk Arici ◽  
Rabia M. Yilmaz ◽  
Mehmet Yilmaz
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Secondary School ◽  
Science Teachers ◽  
Secondary School Students ◽  
School Students ◽  
Augmented Reality Technology

Enhancing the Performance of Secondary School Students in Agricultural Science for Food Security in Ebonyi State.

2019 ◽  
pp. 113-121
Author(s):  
Aneke C.U. ◽  
Nwankwegu Simeon A.
Keyword(s):  
Food Security ◽  
Secondary School ◽  
Science Teachers ◽  
Secondary School Students ◽  
Agricultural Science ◽  
School Students ◽  
Response Options ◽  
Proper Training ◽  
Research Questions ◽  
Strongly Agree

This study was set to determine the strategies for enhancing the performance of secondary school students in agricultural science for food security in Ebonyi State. A survey research design was adopted with a population of 53 respondents (14 male and 39 female agricultural science teachers) sampled purposively from 48 secondary schools in Izzi local government area of Ebonyi State. Two research questions and two null hypotheses guided the study. The instrument for data collection was a structured 4-point weighted 21-item questionnaire developed by the researcher sectioned A and B with response options of Strongly Agree (SA), Agree (A), Disagree (DA) and Strongly Disagree (SD) after intensive literature review and the numerical values of 4, 3, 2 & 1 was assigned to the instrument respectively. The instrument was validated by three research experts while the reliability index of 0.77 was established using Cronbach Alpha reliability estimate. Mean and standard deviation were used to answer the two research questions while t-test was used to test the two null hypotheses at .05 level of significance and appropriate degree of freedom. Some of the findings among others include that teachers can enhance the performance of secondary school students in agricultural science for food security in Ebonyi State. It was therefore recommended that facilities should be made available for proper training of secondary school students for productivity on graduation and as well for food security in Ebonyi State.

scholarly journals Creating a Sustainable Education Environment with Augmented Reality Technology

2021 ◽  
Vol 13 (11) ◽  
pp. 5851
Author(s):  
Damla Karagozlu
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Science Teachers ◽  
Structured Interview ◽  
Positive Effects ◽  
Education Environment ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Understanding Of Science ◽  
Class Interaction

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

Making Science Homework Work: The Perspectives of Exemplary African American Science Teachers

2012 ◽  
Vol 114 (7) ◽  
pp. 1-32
Author(s):  
Jianzhong Xu ◽  
Linda T. Coats ◽  
Mary L. Davidson
Keyword(s):  
Science Education ◽  
African American ◽  
Secondary School ◽  
Science Teachers ◽  
African American Students ◽  
School Students ◽  
African American Teachers ◽  
Persistent Problem ◽  
American Science ◽  
American Students

Background/Context Despite the best intentions to close the achievement gap, the under-achievement of African American students in science is a persistent problem. It is surprising to note, however, that research on science education has often failed to consider students’ cultural diversity as it relates to science education. On the few occasions when efforts were made to link science disciplines and students’ cultural backgrounds, these studies were largely limited to classroom learning environments. Purpose/Research Question This study examines the perspectives of exemplary African American teachers toward science homework. Specifically, we address two research questions: What does science homework mean to exemplary African American science teachers? How do they approach science homework? Research Design A qualitative study was conducted, with data obtained from the following sources: (a) three open-ended, in-depth interviews with each exemplary teacher during the first year of the study, and (b) two focus group interviews with these teachers during the second year of the study. The participants were 8 exemplary African American science teachers in Grades 3–6 in the southeastern United States. Findings/Results Data revealed that these teachers shared a strong sense of urgency to use homework as an important vehicle in science learning. To help their students be successful with their homework, these teachers often provided additional provisions and used a variety of strategies to promote students’ interest in their homework. In addition, the teachers adapted an approach comparable to both Boykin's Afrocultural ethos (e.g., concerned with affect, expressive individualism, and verve) and “being a warm demander” (i.e., setting high expectations and insisting firmly yet respectfully that students meet those expectations). Conclusions These findings suggest that there is merit in integrating these two frameworks to better understand the perspectives of exemplary African American teachers toward science homework. These findings highlight the need to examine the perspectives of exemplary African American teachers toward secondary school science homework given that the poor achievement of African American students becomes more pronounced as they progress through school, and homework is found to be more strongly associated with secondary school students than elementary school students.

Inquiry and Chain Reaction in Slovakia

2019 ◽  
pp. 157-167
Author(s):  
Janka Raganova ◽  
Stanislav Holec ◽  
Martin Hruska ◽  
Miriam Spodniakova Pfefferova
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Secondary School Students ◽  
Time Pressure ◽  
Chain Reaction ◽  
School Students ◽  
Teacher Trainees ◽  
Science Projects ◽  
Training Courses ◽  
The Impact

The chapter presents how the Chain Reaction project was implemented in the context of science education in Slovakia. The educational reform highlighted inquiry as a leading approach in science education. But teachers were not prepared for implementation of such approaches. There was a lack of resources and a strong time pressure caused by a reduced number of science subjects lessons. Students' motivation to do and to study science was weak. Thus, the project team from Matej Bel University Banska Bystrica concentrated on two main issues: gaining teachers' engagement in non-traditional ways of science subjects teaching and motivating students to put their effort into inquiry-based science projects. The main problems connected with delivery of the Chain Reaction approaches in Slovak schools are discussed and the impact on secondary school students, science teachers, and teacher trainees is demonstrated. The developed pre- and in-service teacher training courses will serve as a tool of sustainability of the inquiry-based approaches in science education in Slovakia.

scholarly journals Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

2009 ◽  
Vol 32 (9) ◽  
pp. 1127-1150 ◽  
Author(s):  
Tanja Klop ◽  
Sabine E. Severiens ◽  
Marie‐Christine P. J. Knippels ◽  
Marc H. W. van Mil ◽  
Geert T. M. Ten Dam
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Modern Biotechnology

scholarly journals ASSESSING UPPER-SECONDARY SCHOOL STUDENTS’ INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES

2021 ◽  
Vol 20 (5) ◽  
pp. 811-826
Author(s):  
Yu Lan ◽  
Shaohui Chi ◽  
Zuhao Wang
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Issues ◽  
Assessment Instrument ◽  
Upper Secondary School ◽  
School Students ◽  
Modeling Framework ◽  
Upper Secondary ◽  
Interdisciplinary Assessment

Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students’ interdisciplinary understanding of environmental issues was developed and validated based upon Wilson’s Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students’ interdisciplinary understanding in science education. Keywords: Environmental Issues, Interdisciplinary Assessment, Interdisciplinary Understanding, Rasch Measurement Model, Science Education

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