Journal of Science Learning
Journal of Science Learning (JSL) (ISSN 2614-6568) is an open access and peer-reviewed journal published by Universitas Pendidikan Indonesia. The work collaborates with Indonesian Society for Science Educators. It serves original articles on the latest issues and trends in high quality research and theoretical position papers concerning preservice and in-service education of science teachers. The article offers ways to improve classroom science teaching and learning, and professional development. JSL is a triangual journal issued on March, July, and November.
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<![CDATA[Comparative Review of Science Teachers’ and Prospective Science Teachers’ Awareness, Efficacy and Attitudes and Opinions towards STEM ]]>
<![CDATA[Şeyma Nur Gülpinar]]>;
<![CDATA[Selda Bakir]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.51053
<![CDATA[This research aims to compare the awareness, efficacy and attitudes, and opinions of science teachers (STs) and prospective science teachers (PSTs) toward STEM. In this study, convergent parallel design from mixed methods was used. The study group consists of 45 STs and 177 PSTs. In the quantitative dimension of the study, “Teacher Efficacy and Attitudes Towards STEM Survey” and “STEM Awareness Scale ” were applied to the study group, which was formed by sampling criteria and maximum diversity from purposeful sampling. In the qualitative dimension of the research, semi-structured interviews were conducted with 24 STs and 25 PSTs selected through maximum diversity sampling from purposeful sampling. As a result of the research, it was observed that although the STEM awareness, efficacy, and attitudes of STs and PSTs were similar, they had positive attitudes. However, most of the participants in both groups considered themselves inadequate in STEM, expressed their opinions about the adverse effects of STEM applications as well as their positive effects, and that STEM applications were effective in career selection and country development.]]>
<![CDATA[The Effect of Out-of-School Learning Activities on Gifted Students’ Affective and Behavioral Tendencies Towards The Environment ]]>
<![CDATA[Yakup Ayaydin]]>;
<![CDATA[Burçin Acar Şeşen]]>;
<![CDATA[Sezen Camci Erdoğan]]>;
<![CDATA[Duygu Ün]]>;
<![CDATA[Hakan Özçiriş]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.48614
<![CDATA[This study investigates the effect of out-of-school activities on gifted students' affective and behavioral tendencies. Mixed method research with a single group pre and post-test experimental design was used in this study. Twenty-five gifted students from Turkey-İstanbul participated in this study. “Environmental Affect Scale” and “Environmental Behavior Scale” were used, and semi-structured interviews were conducted. Results showed that out-of-school activities positively affected the students’ affective and behavioral tendencies toward the environment. It was also found that the awareness of students on environmental problems increased, and they began to produce their solutions to these problems.]]>
<![CDATA[Students Engagement in Science during Covid-19 Pandemic: Role of Self-Efficacy Beliefs and Achievement Goals ]]>
<![CDATA[Uluhan Kurt]]>;
<![CDATA[Yasemin Taş]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.51104
<![CDATA[This study investigated the relationships among achievement goals, self-efficacy beliefs, and engagement in science during COVID-19. Distance education was launched due to COVID-19, and there is a need to examine these relations in the online science learning context. Participants were 448 students between 5th and 8th graders receiving distance education for eight months. Path analysis indicated mastery-approach goals and particular self-efficacy aspects positively predicted student engagement. Science communication and conceptual understanding have become prominent among self-efficacy aspects, while higher-order cognitive skills were unrelated to student engagement. Also, negative linkages were identified between performance-approach goals, emotional engagement, cognitive engagement, and performance-avoidance goals. The variance explained in the engagement components ranged from 47% to 60%. Some of the participants’ engagement and motivation in science were negatively affected by distance education. Suggestions were made to foster students’ engagement and motivation in distance science education.]]>
<![CDATA[Physics Teachers' Opinions on Algodoo Training ]]>
<![CDATA[Gökhan Sontay]]>;
<![CDATA[Orhan Karamustafaoğlu]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.49285
<![CDATA[The purpose of this research is to reveal the feelings and thoughts of physics teachers towards Algodoo training within the scope of the 4005 TUBITAK project named Innovative and Technology Supported Applications in Physics Education. This study was carried out with phenomenological research within the context of the qualitative research approach. The study group of the research consisted of 22 physics teachers trained in the 4005 TUBITAK project and volunteered to participate in the research. Data were obtained from semi-structured interviews. The data were carried out following the descriptive analysis method with the help of the NVivo 9 program. As a result of descriptive analysis, four categories emerged. These are the installation and application of the Algodoo program, physics teaching activities, and apps similar to Algodoo and Algodoo training. Based on the findings obtained from the research, it was concluded that most of the teachers were very interested in using Algodoo in their lessons, could benefit from Algodoo in their lessons, and could prepare simple physics simulations. Based on the results, Suggestions such as disseminating Algodoo training with in-service training for teaching physics subjects with interactive applications were presented to those interested in the subject.]]>
<![CDATA[Using CBA REACT Strategy Supported by Crossword Puzzle Game on the Topic of Acid-Base Titrations ]]>
<![CDATA[Tuğçe Günter]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.51116
<![CDATA[This research investigates the effect of the context-based approach (CBA) 'Relating-Experiencing-Applying- Cooperating- Transferring' (REACT) strategy supported with crossword puzzles on achieving the associate degree students in the chemistry laboratory course on the topic of acid-base titrations. A crossword puzzle game and four contexts related to daily life upon acid-base titrations were developed and applied within this context. This study is a pre-test post-test research design with a control group, and the study group consists of second-year students studying in the Vocational School of Health Services Medical Laboratory Techniques (MLT) (n = 65) and Pharmacy Services (PS) (n = 65) programs at Zonguldak in Turkey. The experimental group was taught the relevant topic by the CBA REACT strategy supported with a crossword puzzle game, whereas the control group was taught by the CBA REACT strategy. The study result showed that the experimental group students' sound and partial understandings and academic achievements were higher than the control group students.]]>
<![CDATA[A Research on Teachers’ Views about the Metaverse Platform and Its Usage in Education ]]>
<![CDATA[Gülşah Gürkan]]>;
<![CDATA[Harun Bayer]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.50313
<![CDATA[This study was conducted to determine primary and secondary teachers' views of the concept of "metaverse". In line with the aim of the study, a questionnaire consisting of closed and open-ended questions about the metaverse platform and its applications in the field of education was applied to 122 teachers. The results showed that approximately 65% of the teachers stated that they knew the concept of the metaverse and its applications. In addition, approximately 55% of the teachers stated that they first heard about the metaverse concept from social media, and 45% stated that they were most aware of metaverse applications in the field of play. Most teachers (69.7%) answered no about the benefits of the metaverse platform in education. Approximately 95% of the teachers stated that they wanted seminars and workshops on metaverse applications in education and wanted these studies to be mostly aimed at introducing the metaverse platform and its applications in the educational environment. Based on the study results, introductory pre-service and in-service studies can be conducted for teachers regarding the metaverse and its applications in the field of education and its possible benefits.]]>
<![CDATA[Nutrition Awareness of Middle School Students in the Early Adolescence Period ]]>
<![CDATA[Merve Ok]]>;
<![CDATA[Nisa Yenikalayci]]>;
<![CDATA[Gonca Harman]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.50325
<![CDATA[Healthy nutrition is essential in preventing possible diseases and treating existing diseases by controlling their course. Based on this importance, adolescence is one of the periods to be considered. Adolescence is a fundamental determinant of healthy life in adulthood and old age. Healthy nutrition awareness gained in this period will raise awareness of the adolescent individual herself/himself and the people around her/him. This research aimed to determine the nutrition awareness of middle school students in early adolescence. According to the phenomenology, the research was conducted with eight volunteer students in the 8th grade in a public middle school in the Central Anatolia region in Turkey. Data were collected through semi-structured interviews with each student individually using the "Interview Form about Nutrition Awareness in Adolescence Period" prepared by the researchers. The data were analyzed by using content analysis. As a result of the research, it was determined that the nutrition awareness of middle school students in the early adolescence period was low. In this context, increasing middle school students' nutrition awareness was recommended.]]>
<![CDATA[Argumentation Skills of Pre-Service Elementary Teachers on Atmospheric Pressure ]]>
<![CDATA[Pelin Mete]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.46644
<![CDATA[In the present study, atmospheric pressure, an abstract concept that learners generally have difficulty understanding and explaining, was presented to pre-service elementary teachers (PSTs) with the method of argumentation. The argument levels of the PSTs were examined using the Predict - Observe - Explain (POE) experiments in teaching the subject of "atmospheric pressure." The study includes both the development of the worksheets and the application of the developed worksheets. The researcher developed four POE worksheets and used them in two ways. First, PSTs did two POE experiments in the science lab to learn by doing atmospheric pressure. Second, PSTs watched two videos about atmospheric pressure. Data collection tools consist of POE worksheets and in-class discussion records made during the implementation. The worksheet analysis prepared an argumentation rubric according to the Toulmin argument level. Descriptive analysis was performed on the worksheets according to the argumentation rubric, and the change and development of the PSTs' argument skills were evaluated. Although, as a result of the study, the PSTs had difficulty forming arguments at the beginning, as the practice progressed, their argument-forming skills improved, and the argument levels of the PSTs were moved to higher levels. However, it was noted that the PSTs' level of high-level argument formation was limited. In contrast, most of the PSTs in the experiments made only one claim and had difficulties justifying it.]]>
<![CDATA[A Bibliometric Analysis of Biodiversity Education ]]>
<![CDATA[Mustafa Derman]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.50831
<![CDATA[The importance of biodiversity is one of the most critical issues today, and intense efforts are being made to protect and maintain biodiversity. In this study, biodiversity, which is related to many disciplines, was evaluated in terms of education. A bibliometric analysis was used. The bibliometric method is widely used to reveal the relationship between scientific studies, the effect of the studies, and the effect of the researchers and journals in a particular field. Research findings showed that many articles have been published on biodiversity recently. In education, out-of-school learning activities are used more widely today. Moreover, the USA, China, and Germany are among the countries that publish more articles about biodiversity. Based on the research findings, it was determined that combining the formal education process with out-of-school activities will help students exhibit positive behavior about the environment and biodiversity. Considering the trend in recent years, studies related to climate change, ecosystem service, sustainability, and citizen science can be carried out.]]>
<![CDATA[Self-regulated Learning and Digital Literacy: Relationship with Conceptual Understanding of Excretory System ]]>
<![CDATA[Rusdi Rusdi]]>;
<![CDATA[Rizhal Hendi Ristanto]]>;
<![CDATA[Gabriellia Oktaviani Prabowo]]>;
<![CDATA[Edi Sarwono]]>
<![CDATA[ Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i1.47269
<![CDATA[Biology learning in the 21st century makes students have to understand concepts, including in excretory system learning. Self-regulated learning is the way students manage learning on their own, with digital literacy skills which should be maintained as students must control their use of technology and information in learning. This research aimed to analyze the relationship between self-regulated learning with the conceptual understanding of the excretory system, digital literacy with the conceptual understanding of the excretory system, then also the relationship between self-regulated learning and digital literacy as a whole with the conceptual understanding of the excretory system in a high school with a post-pandemic learning situation. This research was held for two months duration from March until April 2022 in SMAN 6 Jakarta, involving 94 students of class XI Science as samples. A descriptive correlational study was chosen as the method, while questionnaires and tests are used as instruments. The hypothesis test shows a multiple linear regression model in Ŷ=-12.495+0.345X1+0.680X2 with the model significance of 0.000 and 0.062 as relationship linearity, then concludes that there is a positive relationship which is significant and linear between self-regulated learning and digital literacy simultaneously with excretory system conceptual understanding. ]]>
