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Fungi mostly reproduce through spores that are adapted for airborne dispersal; hence, fungal spores (and fungi) are found virtually everywhere. Fungi can be "friends or foes." Our friends include fungi used in the food and biotech industries, fungi that contribute to the cycling of carbon and nutrients, and those involved in the decontamination of polluted soils and/or water, to mention just a few examples. Many species, however, are foes--they are detrimental to plants, animals, and/or humans. Annually, >1.5 million people die due to invasive fungal infections. With the aim of enhancing microbiology literacy and the understanding of microbial concepts, we set up a project for the collection of airborne spores (the principal agent through which human airways are exposed to fungi). Students from five high schools in the Oeiras municipality partnered with us as citizen scientists; they carried out sampling by collecting fungal spores on adhesive stickers. The fungal spores collected by the students were subsequently processed in the schools and our research laboratory. Results obtained by the students themselves revealed a large variety of fungal species capable of growing in a rich medium at 30°C. In the research laboratory, using selective isolation conditions, 40 thermotolerant fungi were isolated, 32 of which were taxonomically identified as aspergilla, mostly from within the Aspergillus fumigatus taxa, yet exhibiting high genetic heterogeneity. The protocols and results were presented to the students, who were made aware of the local dispersal of airborne fungal spores, including some from potentially pathogenic fungi. Through carrying out scientific activities, the students developed both the interest and the self-confidence needed to implement future environmental investigations.

Science misinformation represents a significant challenge for the scientific community. Hispanic communities are particularly vulnerable due to language barriers and the lack of accessible information in Spanish. We identified that a key step toward enhancing the accessibility of information for non-native English-speaking communities involves imparting science communication education and training to Hispanic youth. Our goal was to provide them with the skills to become science ambassadors who can effectively engage with their communities and bridge communication gaps. To address this, we developed the first science communication training program in Spanish for Hispanic high school and undergraduate students in Puerto Rico. The program called "+Ciencia" aims to provide training and education on science communication for Hispanic minorities through experiential and collaborative learning. In the short term, our multifaceted approach works to counter misinformation and promote science literacy within the broader community. Over the long term, our grassroots efforts with students will evolve into a generation of professionals equipped with strong engagement skills and comprehensive training in science communication with a specific focus on Hispanic audiences. Herein, we describe the components of this educational program and provide open access to educational materials and articles developed by three cohorts.

Quantitative microbial risk assessment (QMRA) is a growing interdisciplinary field addressing exposures to microbial pathogens and infectious disease processes. Risk science is inherently interdisciplinary, but few of the contributing disciplinary programs offer courses and training specifically in QMRA. To develop multidisciplinary training in QMRA, an annual 10-day long intensive workshop was conducted from 2015 to 2019--the Quantitative Microbial Risk Assessment Interdisciplinary Instructional Institute (QMRA III). National leaders in the fields of public health, engineering, microbiology, epidemiology, communications, public policy, and QMRA served as instructors and mentors over the course of the program. To provide cross-training, multidisciplinary teams of 5-6 trainees were created from the approximately 30 trainees each year. A formal assessment of the program was performed based on observations and surveys containing Likert-type scales and open-ended prompts. In addition, a longitudinal alumni survey was also disseminated to facilitate the future redevelopment of QMRA institutes and determine the impact of the program. Across all years, trainees experienced statistically significant increases (P < 0.05) in their perceptions of their QMRA abilities (e.g., use of specific computer programs) and knowledge of QMRA constructs (e.g., risk management). In addition, 12 publications, three conference presentations, and two research grants were derived from the QMRA III institute projects or tangential research. The success of QMRA III indicates that a short course format can effectively address many multidisciplinary training needs. Key features of QMRA III, including the inter-disciplinary training approach, hands-on exercises, real-world institute projects, and interaction through a mentoring process, were vital for training multidisciplinary teams housing multiple forms of expertise. Future QMRA institutes are being redeveloped to leverage hybrid learning formats that can further the multidisciplinary training and mentoring objectives.

Recently, several articles have reflected on the existence of microorganisms in supporting the life and health of living creatures as the beginning of the emergence of microbiology literacy. In the curriculum, understanding the activity of microorganisms has been studied from pre-school, elementary school, and middle school to college. The presence of microorganisms is often associated as a cause of disease. As a result, most students know the negative impact of microorganisms but have not discovered the fundamental role of microorganisms in their lives. Special attention needs to be given as a form of effort to strengthen microbiology literacy. Several studies state that students have an important role in disseminating the concept of sterilization, maintaining a safe distance, and using masks as generally applicable protocols during the pandemic. Therefore, with the aim that microorganisms have an important role, both directly and indirectly and to curb negative perceptions of microorganisms, we propose microbiology competencies among biology education students, who are future teaching candidates. This article identifies the complex challenges of 21st-century microbiology learning and the OECD framework. This approach includes the use of pedagogical interventions with the main objectives: (i) knowledge (to teach fundamental microbiology knowledge, (ii) skills (to increase awareness in recognizing and solving real-life problems), and (iii) attitudes and values (to explain the contribution of microbiology in supporting life).

In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors' awareness and use of OERs.

Winogradsky columns were invented by Sergei Winogradsky in the 1880s and have commonly been used as a microbiology classroom learning tool in K-12 and collegiate education. However, they can be challenging to examine with microscopy. We scaled down Winogradsky columns into nuclear magnetic resonance (NMR) tubes and replaced the natural sediment with a transparent soil substitute toward the goal of observing the microbial growth under a bright-field microscope without column disassembly. Using this "Mini Winnie" approach, students can practice their microscopy skills while observing microbial growth inside the column after only days of incubation on the laboratory windowsill. Overall, we believe that the Mini Winnies provide a simple method for maximizing student engagement while giving them a greater understanding of how microorganisms interact in the environment.

Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

Molecular biology, broadly defined as the investigation of complex biomolecules in the laboratory, is a rapidly advancing field and as such the technologies available to investigators are constantly evolving. This constant advancement has obvious advantages because it allows students and researchers to perform more complex experiments in shorter periods of time. One challenge with such a rapidly advancing field is that techniques that had been vital for students to learn how to perform are now not essential for a laboratory scientist. For example, while cloning a gene in the past could have led to a publication and form the bulk of a PhD thesis project, technology has now made this process only a step toward one of these larger goals and can, in many cases, be performed by a company or core facility. As teachers and mentors, it is imperative that we understand that the technologies we teach in the lab and classroom must also evolve to match these advancements. In this perspective, we discuss how the rapid advances in gene synthesis technologies are affecting curriculum and how our classrooms should evolve to ensure our lessons prepare students for the world in which they will do science.

Have you ever deeply considered the intersections between research and education, particularly for second-level students? Traditionally, the convergence of these two realms is most often noted when considering the integration of research findings into educational practices or the involvement of, typically a small number, of students in research activities. While these practices have demonstrated efficacy, the fields of scientific research and education are evolving rapidly, necessitating a reevaluation of how we can optimize their convergence. In our discourse, we delve into these evolving trends, uncover the potential for greater integration, and, ultimately, enhance outcomes using the citizen science initiative Kefir4All as an illustrative example.

Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle school level and assess whether teacher attention to recent global warming, and whether the messages conveyed to students, changed between 2014 and 2019. Pooling data from two nationally representative probability surveys of middle school science teachers, we show significant advances on several key criteria, but the prevalence of mixed messages remained high. Exploratory analysis suggests that improvements were spurred partly by the adoption of the Next Generation Science Standards by many states and by partly by shifts in the personal views of science educators.

Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

This paper presents two low-cost hands-on activities designed to enhance student understanding and address the pedagogical challenges faced by microbiology professors in teaching concepts related to cell structure and gene regulation. In the first activity, we used Shrinky Dinks and Jeopardy-style game questions to explore the differences between prokaryotic and eukaryotic cells. Students have to collect pieces and physically build their cell models. The second activity uses origami organelles sets from Edvotek to illustrate the regulation of gene expression in the "lac" and "trp" operons, incorporating mutation scenarios for analysis. The intended audience comprises undergraduate students in microbiology, including biology, pre-medical studies, and health profession majors. The activities were deployed in three microbiology lectures, and students were surveyed. Students' feedback highlights the efficacy of the hands-on approach and increased class participation, as two of the recurring words in the students' survey were "helpful" and "fun."

The COVID-19 global pandemic has prompted educators in universities to reconsider their teaching methods, mainly due to the social distancing measures imposed within the classroom settings. On the other hand, the growing importance of continuing education opportunities for adult learners after graduation has seen the need to transform traditional teaching modes that primarily depend on face-to-face interaction into virtual modes, which are deemed more time- and cost-efficient. These major shifts in social and economic developments have a significant impact on the evolution of curriculum planning in higher education. Education that has scientific inquiry components inevitably comes into question, as conventional beliefs that experiments should be hands-on and will not be as effective if conducted virtually cast doubts on the move to the online space. This paper discusses the background of an impending shift in a university's approach to more online-based laboratory classes in an immunology course, as well as the exploration of the potential of conducting online laboratory experiments based on student perceptions.

The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science teachers working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was developed by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was developed. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as "Learning/Teaching Process", "Self-efficacy Resources", "Academic Self-efficacy" and "Planning Instruction" consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

This research goal to develop a multiple-choice closed-ended test to assessing and evaluate students' digital literacy skills. The sample in this study were students at MTsN 1 Blitar City who were selected using a purposive sampling technique. The test was also validated by experts, namely 2 Doctors of Physics and Science from Yogyakarta State University. The test instrument was developed based on five aspects of digital literacy skills: information, communication, content creation, security and problem-solving. Data have been analyzed descriptively and inferentially using the Rasch version and the assist of Quest software. The results showed that eight multiple-choice closed-ended test instruments were declared valid based on expert validation with an Aiken V value of 1.00. The reliability result is 0.97 with a very high category, and the INFIT MNSQ standard deviation value is 0.86-1.16, so seven items are by the Rasch model. Thus, the seven items in the multiple-choice closed-ended test instrument can be used to assessing and evaluate students' digital literacy skills in learning science.

In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers' vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and assess student satisfaction with the approach. This work follows a classroom action research approach involving planning, action, observation, and reflection steps. The target group comprises 25 grade 6 students studying in the first semester of the 2022 academic year at an elementary school in Northeast Thailand, selected through purposive sampling. The research tools include six 5E inquiry-based learning plans, an analytical thinking skills test, and a satisfaction questionnaire. Data collection involves implementing the learning plan in two operational cycles, conducting analytical thinking tests, and administering satisfaction questionnaires. The collected data are analyzed to determine achievement levels and satisfaction ratings. The statistics used are mean, standard deviation, and percentage. The findings from the first operational cycle indicate that 76.0% of students did not meet the evaluation criteria. After the second operational cycle, the mean score improved, and all students met the assessment criteria of 70.0%. Overall, the inquiry based learning approach has the potential to enhance analytical thinking skills, and student satisfaction levels were generally positive. These findings highlight the importance of incorporating effective learning management strategies, such as analytical thinking, to improve students' higher-order thinking skills.

As a form of implementing Education for Sustainable Development (ESD) in educational institutions, an appropriate learning model is needed, which also accommodates aspects of spirituality. Before developing a model, baseline data is needed, so a broad-scale or national needs analysis is needed. This research aims to determine the profile of spirituality-based action competence for sustainability (ACS) among prospective biology teacher students throughout Indonesia. This research is a cross-sectional survey. The target respondents are students of LPTK biology education study programs in Indonesia. The target population size is 650 people, so based on the Krejcie and Morgan table, the minimum sample size with a confidence level of 95% and a margin of error of 5% is 620 students. The data collection instrument used in this research is the action competence for sustainability instrument based on spirituality (ACSIS). Data on respondent characteristics were analyzed using frequencies and percentages. The mean and standard deviation of scores were calculated for each item. Comparisons of two groups of students were analyzed using the Mann-Whitney U Test, while comparisons of more than two groups used the Kruskal-Wallis H Test. We discuss interesting findings in this research, including the aspects of spirituality in ACS among prospective biology teacher in Indonesia.

Learning must be able to develop knowledge, skills, and mindsets so that the graduates produced have attitudes, abilities and knowledge that are integrated and skilled in life. One way to achieve learning can be done through habits of mind because the success of learning is strongly influenced by habits of mind. The purpose of this study is to as certain how habits of mind and cognitive learning outcomes in biology are affected by learning process oriented guided inquiry learning with blended learning support. A pretest-postest design wih a non-equivalent control group was employed in this study. The trial ran from February to June 2022. Utilizing the habits of mind questionnaire, pupils' thought patterns were assessed. Essay tests are also used to evaluate the results of cognitive learning. In this study, google form, LMS, and google meet were used for data collection. Statistical Product and Service Solutions software version 23 is used for data analysis and the results of covariance analysis (ANCOVA) showed a p value < 0,005, meaning that POGIL-supported blended learning can empower habits of mind and cognitive learning outcomes in biology learning. There is a substantial difference between the outcomes of the least significant difference and increasing habits of mind and cognitive learning outcomes. As a result, POGIL with moodle support can be used to enhance students' habits of mind and cognitive learning results in biology classes.

Metacognition is one of the key learning skills in the 21st century, with a strong potential to help students succeed in science learning. Until now, this metacognitive awareness is less empowered by lecturers in learning. This study aimed to analyze the problem-based learning (PBL) reading-questioning-answering (PBLRQA) model's effect on metacognitive awareness in pre-service teachers. This research is a quasi-experiment with a pretest-posttest nonequivalent control group design. Determination of the research sample class was carried out by random sampling. Each learning model was represented by PBLRQA and PBL class. The number of classes used was 2, totaling 57 students. The instrument used was the metacognitive awareness inventory (MAI). This inventory comprised 52 statement items divided into planning, monitoring, evaluating, and revising skills. An important finding in this research is that students' metacognitive awareness in learning with PBL and PBLRQA is not significantly different. Thus, the PBLRQA and PBL models can still be used in students' science learning to encourage metacognitive awareness, so that academic success can be achieved.

This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the "Anxiety Scale for Parents of Gifted Children," developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale's validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= 0.054, GFI= 0.912, CFI= 0.937, and IFI= 0.939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.

An important educational goal is enabling students to learn scientific concepts. The scientific concepts learned in class are developed within students' cognitive structures. Despite the successful application of Semantic Network Analysis (SNA) to study these cognitive structures, there has been limited examination of students' concept networks based on their individual characteristics. Therefore, this study aims to evaluate the differences in students' characteristics based on their cognitive levels, which influence their thinking and behavior. To analyze these differences, this study compares concept and connected concept networks, focusing on photosynthesis, a challenging life sciences topic. The study's results indicate that students could not clearly distinguish concepts by subtopic, but there were changes in the concept network after class. Although the types and number of concepts students knew were similar depending on their cognitive level, the concept network structure differed. Additionally, some students could not distinguish between similar concepts. Thus, teachers are advised to differentiate between similar concepts during instruction and address personal variables such as students' cognitive levels.

A central objective of science education is to foster a profound comprehension of fundamental scientific principles among students. Research has shown that a highly integrated knowledge structure is a key factor in achieving a deep understanding. This research has developed a friction force conceptual framework to model students' different understandings of friction force from a knowledge integration perspective. Utilizing the established conceptual framework, this study devised and implemented an evaluation of friction force among a cohort of 598 grade-10 students in China. The assessment outcomes were then analyzed quantitatively and qualitatively. The results show that the conceptual framework model effectively represents the knowledge structures of students at different levels of knowledge integration, and the students' understanding of friction force can be divided into three levels: novice, intermediate, and expert. Furthermore, emphasizing the passivity of friction force can help students gain a deeper understanding of the concept of friction force, thereby forming a more comprehensive knowledge structure. This study provides an effective strategy for students to progress from novices to experts.

Knowing the factors affecting fear of large carnivores is important for wildlife management and conservation. In this regard, the effect of worldviews of human-wildlife and human-nature relationships on the fear of large carnivores needs to be investigated in different cultures. In this study, the influence of wildlife value orientations (WVOs), connectedness with nature, religiosity, fear of dogs, and gender on the fear of wolves and wild boars were examined. Quantitative research was conducted via a questionnaire on a convenience sample of 656 university students from state universities in various regions of Turkey. Domination orientation did not influence the fear of either animal. Mutualism negatively influenced the fear of wolves but did not significantly influence the fear of wild boar. Connectedness to nature is related negatively to the fear of both animals. More religious students feared wild boars more. Female students had a greater fear of both animals than male students. In addition, students with a fear of dogs had a greater fear of both animals. The relationship between worldviews and fear of large carnivores can vary across different species and needs to be investigated in different cultures

Individual development plans (IDPs) are increasingly being used in higher education to provide personalized guidance to students that can foster a more purposeful and productive education experience. In this study, we document the graduate student's perspective on the effectiveness of the IDP based on responses from students in course- and thesis-based masters and doctoral programs in science and social science. Informational interviews and mentor meetings were seen as the most useful components of the IDP. Students also felt that the IDP had helped them with many career development activities, but they also highlighted several challenges. Findings from a content and thematic analysis provide insight for those interested in implementing the IDP at their own institution.

One function of modern education has been to prepare students for future college and/or career pathways. Particular attention in the US is given to preparation in STEM career fields. However, we may not be effective in advising students towards some STEM careers. This qualitative interview study evaluates the perspectives of stakeholders in science career preparation, including high school teachers and counselors, community college and university faculty, and science industry professionals. Interviews were conducted to explore participant perceptions on skills and dispositions students need to be successful in science careers. Results presented focus on areas of agreement and areas of difference between the stakeholder groups, and specific recommendations for practical change in science career development are discussed.

Good metacognitive allows individuals to more easily adapt to changes in the learning environment and face challenges that arise. They tend to be more flexible in changing their learning strategies according to new needs and situations. The aim of this research is to determine the correlation between metacognitive and the academic resilience of students concentrating on biology subjects at State of Senior High School 1 Tasikmalaya. This research was carried out from January to March 2024. The method used was correlational with a population of 950 students. Sampling was carried out using a quota sampling technique, that 10% of the population was taken which represents the research characteristics of 211 students. The study instruments used consisted of 3 validated instruments, including the Metacognitive Awareness Inventory (MAI) and Academic Resilience 30 (ARS-30). The data were analyzed using a bivariate correlation regression test. Based on the study results, it shows that there is a correlation between metacognitive and (R= 0.792; R2 = 0.627). The Effective Contribution (EC) given by metacognitive to academic resilience, is 15.7%. So, it could be concluded that the correlation between metacognitive to students' academic resilience in biology subjects at State of Senior High School 1 Tasikmalaya is in the strong category because it is in the regression criteria between 0.60 - 0.799.

Theoretical framework is one of the main parts of the research paper, so that researchers are expected to be able to determine the relevant theory that underlies their research. The purpose of conducting this systematic literature review (SLR) is to review of theoretical framework, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future. The purpose of conducting this systematic literature review (SLR) is to review, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self-efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future.

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.

Metacognitive skills are important because they help people develop an understanding of effective strategies. This skill also helps improve one's critical thinking and creative thinking so as to be able to overcome problems in everyday life. The purpose of this research is to train students' metacognitive skills through biology learning using the EAQD-PC learning model (acronym of exploring, analyzing, questioning, defining--peer coaching) which is integrated learning journals (LJ). This research was conducted at the University of Muhammadiyah Bone, South Sulawesi, Indonesia. Using a quantitative research design, 43 students were taught by EAQD-PC-LJ. Metacognitive skills were tested with an essay test three times. Previous essay tests were validated by expert raters and tested on previous batches of students to measure empirical validity and reliability. All tests are valid and reliable. The results of the treatment showed an improvement in students' metacognitive skills through three tests. The findings of this study prove that EAQD-PC-LJ is effectively used to improve students' metacognitive skills through the learning process. Learning journals have an important role as a tool to train students' mastery of concepts and knowledge.

This research investigates the integration of environmental science education within maritime curricula at the Maritime Institute Jakarta. Focusing on 70 cadets across Nautical, Technical, and Port and Shipping Management majors, a qualitative descriptive approach is employed. Results reveal varying levels of environmental awareness, integration perception, and challenges. Nautical Major demonstrates high awareness and positivity but faces time constraints. Technical Major shows a mixed perception with resistance to change. Port and Shipping Management Major lags behind, identifying a lack of clear guidelines. The research aligns with theoretical frameworks, emphasising tailored approaches to curriculum development. Implications include curriculum adjustments, targeted interventions, and strategic communication. The results contribute to the goal of producing "eco-navigators" -- maritime professionals adept at both technical proficiency and environmental consciousness. As the maritime industry navigates sustainability challenges, this research provides valuable insights for refining environmental science education, fostering a new generation of maritime professionals aligned with global sustainability imperatives.

The application of effective teaching methods needs to be implemented to improve the quality of microbiology education which can empower important competencies in the current era. This study aims to analyze the application and trajectory of argumentation-based inquiry learning through the application of microbiology lectures. This research uses research design methods consisting of preliminary design steps, teaching experiments and retrospective analysis. The source of the data comes from student learning activities in argumentation-based inquiry learning implemented in microbiology courses. The results showed that the learning trajectory of Hypothetical Learning Trajectory (HLT) in microbiology lectures with an argumentation-based inquiry model was in accordance with the stages of student research ranging from determining research themes, compiling proposals, designing and implementing data collection, analyzing data, discussing research results, writing research reports to conducting scientific publications in journals. Students who carry out microbiology lectures using argumentation-based inquiry learning through the implementation of different research in the field of microbiology experience a similar learning trajectory so that a specific and distinctive set of Hypothetical Learning Trajectory (HLT) can be formulated.

This research aimed to determine students' opinions on technology-supported drama activities applied in teaching the subject of the central nervous system in the biology course. The research used a case study design, a qualitative research method. The study was conducted with 25 students studying biology at a state university. An appropriate sampling method was used to determine the study group. Within the scope of the research, a semi-structured interview form was used to determine students' opinions about technology-supported drama method applications. This form allowed students to express their experiences in depth. The research results indicated that the students had a generally positive perspective on the technology-supported drama method used in the biology course. Since technology-supported creative drama activities provide students with a learning environment that they enjoy, this method can be recommended to increase students' interest in lessons and ensure permanent learning of content.

In the study, repair activities were planned with prospective science teachers (f=24) using broken household appliances and it was aimed to establish a relationship between such practices and science teaching during the activities. The activities, which were carried out as a single group, were carried out in collaborative groups of four. Case study, one of the qualitative research models, was used as a method. The applications were planned within the scope of the 5E learning cycle, one of the inquiry-based learning approaches. After the activities, it was observed that the prospective teachers obtained important gains such as seeing the application areas of the science principles they learned in the lessons and transferring them to daily life, acquiring manual skills, and gaining experience. In addition, with such activities, sensitivity to issues such as recycling, sustainability, and recycling can be created instead of the disposable philosophy of our age.

The aim of this study is to reveal the bibliometric profile of articles published in the field of science education and technology. In the study, in which descriptive research model was used, bibliometric analysis method was preferred in order to reveal and examine the research trends of scientific publications on science education and technology. In the study, Web of Science Core Collection was preferred as the database and VOSviewer program was preferred as the bibliometric network analysis program. In the Web of Science Core Collection database, 2485 articles were accessed after searching with the keywords "science educat*" and "technology*". As a result of the research, it was determined that the first article in the relevant subject area was published in 1980 and the most articles were published in 2022. The country with the highest number of publications in the related field is the USA. The researcher who published the most in the related field is Franz Xaver Bogner. The most publications were published in the Journal of Science Education. Most frequently used keyword in the related articles is science education. The study is important in terms of revealing the research trend of science education and technology articles.

The aim of this study is to reveal the effect of cooperative learning method in science education on academic achievement with mixed-meta method. For this purpose, various national and international databases were searched, and among 81 articles and 37 theses covering the period between 2001 and 2022, 46 articles and 31 theses that included pre-test-post-test data and included the statistical information required for experimental or quasi-experimental analysis were preferred for meta-analysis. The effect size of 77 studies included in the analysis was found to be g = 1.070 and it was seen that the cooperative learning method in science education had a positive and large effect on academic achievement. On the other hand, as a result of the meta-thematic analysis, it was determined that the cooperative learning method increased academic achievement due to the meaningful and permanent realisation of learning. In addition, thanks to the activities in which the student plays a central role, it is understood that it develops positive attitudes towards the science course depending on the results such as making the course enjoyable and fun, making it popular and interesting; it is effective in gaining 21st century skills such as creativity, communication and cooperation, productivity and entrepreneurship. It is thought that examining the effects of cooperative learning method in science education with mixed-meta method will contribute to the literature by providing comprehensive results on the subject.

Along with the rapid development of Chinese modern design since the 1980s, modern design education has grown in China. Many studies have already been conducted to examine the key aspects of this historical phenomenon, e.g., heroic figures and well-known institutes. This article, however, investigates the anonymous activities of modern design education in Western China that have long been ignored because of their mundane function. Methods such as document analysis, questionnaire, interview, and subjective understanding are used to achieve the goal of this article. Through research on the School of Fine Arts in a University of Science and Engineering in Western China, as a typical case, this article reveals that although the school lags behind many other design schools, modern design education at the school has experienced sustained growth since its rise in the twenty-first century. The school has made achievements in a difficult situation but suffers from a series of disadvantages and problems. Additionally, modern design education at the school is facing new challenges resulting from changes related to raised standards and intense competition. In conclusion, the value of relatively unknown educational organisations of modern design is becoming clearer, since they are closely connected to the everyday life of ordinary people in Western China and take on a great deal of responsibility in serving the general populace and the vulnerable groups in society. This article, therefore, tries to call attention to anonymous modern design education whose aspects are disclosed through a case study.

Due to the difficulty of chemical compounds to visualize, augmented reality (AR) integrated with mobile learning has been developed as an alternative media for studying chemistry. This study aims to analyze the use of AR-integrated mobile learning in chemistry education from a bibliometric perspective in the last decade. A total of 225 articles were retrieved and analyzed from the Scopus database in the period from January 2012 to September 2022. The results of the analysis indicated that in the range of 2012-2022, the highest number of publications occurred in 2021, with the United States as the most productive country with a total of 54 publications, followed by China, Indonesia, and Japan. Wojciechowski, R., is the most frequently cited author, followed by Cai, S. "Augmented reality" is the keyword that appears most frequently in publications. This study presents useful findings that can serve as a guide for educators, scholars, policymakers, and educational designers for future research or reference in this area regarding current trends.

The main purpose of the research is to determine teachers' views on the use of digital games in science education. In accordance with this purpose, the research was carried out with the phenomenology method which one of the qualitative research methods, was conducted with eight volunteer science teachers working in different public schools within the 2022-2023 academic year. The participants of the study were selected via the criterion sampling method, which is one of the purposeful sampling methods. A semi-structured interview form was used as a data collection tool in the research. The data collected taking this interview form into consideration was analyzed using the content analysis method. Through the interviews was concluded that digital games are a tool that helps students focus on their attention and learn permanently. Besides, teachers stated that digital games measure science achievements at the sub-cognitive level (knowledge and comprehension) of Bloom's taxonomy. Based on this, digital games ought to be designed to measure the meta-cognitive level of Bloom's taxonomy.

Recent research in the United States suggests that student performance differences between private and public schools disappear once student and school level characteristics are controlled for. This is an important result as it suggests that in the absence of such differences delivery of education through public means can be as efficient as that through private means. However, given the often significant variation in economic, social, and political systems across countries, generalization of recent U.S. results to the rest of the world may not be appropriate. The current study bridges this gap in the literature by examining the private versus public school difference in literacy in key areas such as mathematics, reading, and science using recent comparable nationally representative samples from 61 economies. Our findings suggest that most economies have significant private-public school performance gaps, and for many economies these differences persist even after controlling for student and school level characteristics such as age, gender, grade, socioeconomic status, disability status, school size, and student-teacher ratio. Implications are discussed.

This research aimed to determine the trends related to blended learning studies conducted in science education through descriptive content analysis. This study was performed using the document review method. For this purpose, 120 studies on blended learning in science education were determined between 2005 and 2022 in the Web of Science (WoS) database. The studies were examined by considering themes such as keywords, country, purpose, method, sample, online system, and result. The research findings showed that more studies occurred between 2020 and 2022. The findings showed that studies mostly use quantitative research methods and experimental designs. Most of the studies were conducted with undergraduate-level sample groups. Findings revealed that the blended learning environment is designed more to teach physics subjects, and parametric tests were generally used for data analysis. The more preferred course management systems in the studies were the online systems designed by the schools. A considerable number of studies revealed that blended learning environments designed for science education have a positive effect on variables such as achievement, skill, and motivation.

The evolution of learning design continues, focusing on blended laboratory approaches incorporating technology. The Sophisticated Thinking Laboratory (STB-LAB) and Gather Town are key tools in implementing collaborative learning in this context. This study assesses the effectiveness of blended laboratory implementation using STB-LAB and Gather Town as a gamification tool, utilizing the Assessment Based on Teaching and Learning Trajectory (AABTLT) with Student Activity Sheets (SAS). The results reveal the successful execution of STB-LAB syntax in blended laboratory activities. Additionally, STB-LAB and Gather Town significantly enhance students' collaborative skills, as indicated by a substantial Cohen's D Effect Size. For physics education majors, the effect size is 1.736 in the experiment group and 0.754 in the control group, while for biology education majors, it is 1.522 in the experiment group and 0.541 in the control group. This study highlights the positive impact of blended laboratories with STB-LAB and Gather Town on collaborative skill development, further emphasizing the role of technology in contemporary learning design. [Note: The page range (66-77) shown on the PDF citation is incorrect. The correct page range is 67-78.]

Role models are key to the development of self-regulation skills. The study aimed to develop a model that shows the relationship between high school students' role-modeling perceptions and self-regulation skills. In the study, the predictive correlation design of the quantitative research method was used. The study sample consisted of 362 high school students studying at a public high school and agreeing to participate in the research. The research data were collected with the "Perceived Role Models Scale" and the "Self-regulation Scale for Science". As a result, a model was developed showing that the reproduction, retention, and motivation dimensions of high school students' role modeling perceptions were statistically significant predictors of science self-regulation. This result proved that role models were important in developing high school students' self-regulation skills. Therefore, it could be argued that the development of self-regulation that begins at an early age is a lifelong process. The results of the study can be a reference point for research that will examine the relationship between the sub-dimensions of self-regulation and role modeling perception in depth. [Note: The page range (10-11) shown on the PDF is incorrect. The correct page range is 1-11.]

Learning media is a tool that makes it easier for educators to convey material to students effectively and efficiently to improve the quality of learning. Biology subjects in the essential enzymes and cell metabolism competencies require precision and accuracy, so appropriate learning media are needed. Booklets are a medium that can make it easier for students to learn. They are small, attractive, practical, simple, and easy to carry anywhere. This research aims to determine the suitability of booklet media for enzyme material and cell metabolism based on the acute toxicity test of Zuriat seed extract. This research's stages are determining potential problems, collecting information, designing booklets, validating booklets, revising booklets, and making booklets. The initial stage of making the booklet is to carry out an acute toxicity test of Zuriat seed extract and design the contents of the booklet. The suitability of the booklet is seen from the assessment carried out by five validators. The research instrument uses a validation sheet. The aspects assessed include format, content, and language. The research results show that the booklet can be declared suitable as a learning medium. The value for the format, content, and language aspects is 1. The results of the validation show the CVI value is 1. It can be concluded that the class XII booklet on enzymes and cell metabolism is based on the acute toxicity test Zuriat seed extract as a learning medium, which can be declared feasible.

This study aims to examine the studies on computer-assisted teaching in science teaching in terms of different variables with bibliometric analysis. Scopus database was used to collect the data. The phrase "science education and computer-assisted teaching" was written in Scopus on 11_07_2023, and 1232 publications were found. Since not all data is related to computer-assisted teaching in science education, the Scopus Social Science section was selected and filtered, and 454 publications were subjected to bibliometric analysis. VOSviewer program was used for bibliometric analysis. As a result of the research, most studies on computer-assisted teaching in science education were done in 2010, most articles were preferred as document type, the most frequently used keyword was computer-assisted instruction, the country with the most publications was the United States, and the most cited publication was Leidner and Jarvenpaa (1993) and the most frequently used term is student.