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.
Articles
199 Documents
<![CDATA[Meta-Analysis of the Use of Augmented Reality Applications in Science Teaching ]]>
<![CDATA[Zeynel Abidin Yilmaz]]>;
<![CDATA[Veli Batdi]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.30570
<![CDATA[This study aims to reach the meta-analysis data by analyzing the augmented reality (AR) applications used in Science Education. The search was conducted on specific databases considering the studies carried out between 2000 and 2019 years. While collecting data, inclusion criteria were considered. After searching the related databases, 24 studies were reached. Based on the random-effects model, the study results revealed that the ES value was g = 0.602, which means a medium size in the meta-analysis process according to Thalheimer and Cook's (2002) calculation level. Furthermore, z-test calculations conducted to reveal the statistical significance were found to be z = 4.989, which showed that AR applications had a significant effect on science learning. In this context, it is thought that this technological design, which offers a positive contribution to science education, allows interacting with animations or simulations simultaneously without breaking away from the real world and will serve as a model for future studies.]]>
<![CDATA[The Effect of STEM-Based Robotic Applications on the Creativity And Attitude of Students ]]>
<![CDATA[Aydın Tiryaki]]>;
<![CDATA[Sibel Adıgüzel]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.29683
<![CDATA[In the present study, the effects of STEM based robotics applications on students' creativity and scientific attitudes in the Electricity Unit of 7th grade have been investigated by using the nested pattern of the mixed method. Sixty students, 30 of whom are the experimental group and the other 30 constitute the control group, attending a post-school course in Istanbul in the academic year of 2018-2019, participated 2 weeks of pre-applications and 4 weeks of applications. TOSRA,to measure attitude towards science, and “Torrance Creative Thinking Test”,to measure creativity, were applied as pre and posttest. The data gained from the tests were analyzed with SPSS 21. Semi-structured interviews' data were analyzed by using content analysis. As a result, it was observed that STEM based robotics applications significantly increased students' creativity and attitudes towards science. Interview findings show that students enjoy using STEM applications that contain applications instead of theoretical knowledge. Using robotic and complex software materials to solve daily life problems, they felt like scientists during the practices and the applications affected their future career choices.Keywords STEM; creativity; robotic application; attitude; TOSRA]]>
<![CDATA[Investigating Preservice Science Teachers’ Cognitive Structures on Environmental Issues ]]>
<![CDATA[Zeynep KIRYAK]]>;
<![CDATA[Bahar CANDAŞ]]>;
<![CDATA[Haluk ÖZMEN]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.30366
<![CDATA[Environmental knowledge and awareness of individuals affect their attitudes and behavior toward the environment. In this regard, it is essential to specify how environmental issues are interpreted in individuals’ cognitive structures. This study aims to investigate preservice science teachers’ cognitive structures on environmental issues. The study was conducted with 78 third-year preservice science teachers. The data were collected through a word association test that contains eight stimulus words about environmental problems and protecting the environment. Global warming, greenhouse effect, radiation, and acid rain were chosen for environmental problems; recycling, waste disposal, sustainability, and solar energy were selected for protecting the environment. Besides, preservice science teachers were asked to write a sentence for each stimulus word. Two concept networks were created based on the cut-off point method for the word association test, and content analysis was used for sentences. Besides, by comparing the data obtained from the concept networks and sentence analysis, an attempt was made to obtain more in-depth information. It is concluded that preservice science teachers focused on daily life rather than scientific facts about environmental issues. In this respect, new courses such as Green Chemistry may effectively eliminate alternative conceptions and raise awareness on environmental issues.]]>
<![CDATA[Gifted Students’ Beliefs about Knowledge and Learning ]]>
<![CDATA[Oğuzhan Nacaroğlu]]>;
<![CDATA[Oktay Kızkapan]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.31995
<![CDATA[Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about "knowledge" and "learning" concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts "knowledge" and "learning" and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.]]>
<![CDATA[Secondary School Students' Knowledge and Views on Laboratory Safety ]]>
<![CDATA[Belkız Caymaz]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.30752
<![CDATA[Laboratory studies are very important for science education but also involve various risks. It is possible to minimize these risks by providing a safe working environment. This study aims to determine the knowledge and views of secondary school students on laboratory safety and to identify their deficiencies in this regard. The survey method was used in the study. The study sample consists of 136 students from 6th, 7th, and 8th-grade students of a public secondary school in Kastamonu Province, Turkey. An open-ended questionnaire was used to determine the students' knowledge and views on the subject, and the data obtained were analyzed by the content analysis method. As a result of the study, it was seen that although secondary school students have some general information about laboratory safety, they have deficiencies in terms of most of the information. It was determined that students do not know most of the behaviors that must/must not be made in the laboratory, and they are not aware of some of the safety symbols in the science textbooks. In addition, most of the students stated that they don't feel competent about laboratory safety and need training on this subject.]]>
<![CDATA[The Effect of Using Digital Concept Cartoons in Science Lesson on Students’ Achievement ]]>
<![CDATA[Arda Danıştay Şanlıtürk]]>;
<![CDATA[Gülçin Zeybek]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.32097
<![CDATA[In the digital age we live in, electronic teaching materials can effectively increase students' participation in the learning and teaching process. In addition, it is known that using visual materials in science education has a positive effect on learning in this direction. The study aims to determine the effect of digital concept cartoons in the sixth-grade science course on the academic achievement of students and the retention of what is learned in the lesson and to determine the students' views on the concept cartoons applied in the lesson. This research was carried out with sequential mixed design, one of the mixed designs in which quantitative and qualitative research methods are used. The quantitative dimension of the study was conducted with a random experimental design with the pretest-posttest control group, and the qualitative dimension was carried out with a case study design to support the quantitative data and make an in-depth analysis of the data. A significant difference in favor of the experimental group was found between the post-test and retention test mean scores of the experimental and control group students participating in the study. Based on these findings, it can be said that the use of digital concept cartoons in the sixth-grade science course "reproduction, growth, and development in plants and animals" unit is effective in ensuring academic achievement and the retention of what is learned in the lesson. This finding of the study is parallel with qualitative findings]]>
<![CDATA[Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers’ View about Nature of Science and Scientific Knowledge ]]>
<![CDATA[Mustafa Metin]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33190
<![CDATA[This study aims to compare the effect of formative assessment with explicit-reflective instruction and explicit-reflective on pre-school prospective teachers' views about the nature of science and scientific knowledge. In this study, it was used a pretest-posttest nonequivalent control group design and the sample of the study consists of 66 pre-school prospective teachers in the 2nd grade. There are 33 of them were assigned control group and the others were assigned as the experimental group. Since the students could not be randomly grouped in the study, a quasi-experimental design was used. In this study, the nature of science scale (NOSS) and the attitude scale towards scientific knowledge (SKS) were used as pre-test, post-test and retention test. In order to teach the students by using nature of science (NOS) and scientific knowledge (SK), open-reflective instruction was used in the control group, and open-reflective instruction and embedded formative assessment were applied in the experimental group. NOSS and SKS were used as a pre-test, post-test and retention-test in this study. In order to teach the students NOSS and SK, while Explicit-reflective instruction was applied in the control group, formative assessment embedded with Explicit-reflective instruction was applied experimental group.As a result of the study, it was determined that the formative assessment embedded with Explicit-reflective instruction was more positively and permanently changed on pre-school prospective teachers' view about NOS and SK than the other method]]>
<![CDATA[Innovativeness in Science Education: An Examination of Secondary School Students’ Perceptions ]]>
<![CDATA[Bahar Muradoğlu]]>;
<![CDATA[Nevzat Yiğit]]>;
<![CDATA[Ebru Mazlum Güven]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33533
<![CDATA[As innovation has gained importance worldwide, educating students as individuals with innovative qualities has become imperative. Therefore, identifying students' perceptions of innovativeness in science lessons has become an issue of concern. The aim of this study was to determine secondary school students' perceptions of innovativeness. The research was conducted according to the survey method. 'Perceptions of Innovative Thinking Scale,' was revised, and necessary scale development steps were followed. Accordingly, secondary school students' general innovative thinking perceptions and the relationships of the scale subdimensions with the variables were determined with single and correlational survey models. After the responses that 831 students gave to the scale were analysed, it was determined that the students' perceptions of innovativeness were high and that gender excepted, grade level, achievement in the subject of science, participation in the TÜBİTAK 4006 science fair, and the case of receiving programming training created significant differences in the subdimensions. The research findings were discussed according to the literature. It was recommended that STEM and programming be included in science courses and that teachers guide these processes.]]>
<![CDATA[Determining the Mental Images of Fourth Grade Private and Public School Students for Science Learning Environments by Drawing Technique ]]>
<![CDATA[Sina Şavlı]]>;
<![CDATA[Mustafa Doğru]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.32116
<![CDATA[The study aims to examine fourth-grade private and public-school students’ images of the science learning environment using their drawings. The survey was conducted in the 2017-2018 academic year, and a descriptive survey model was used. Participant group of this study consist of 357 fourth-grade students. In this study, data were collected by drawing technique. Content analysis, percentage, frequency, and Chi-Square test of independence were used in data analysis. Regarding the study results, although the learning environment in both schools consists of traditional classrooms and laboratories, differences were observed in student drawings according to school type (public-private). The private school students use the laboratory in science lessons, whereas the students in the public school use the teacher's desk as the experiment table. Another significant result of the study is that public-school students' priority is understanding the topic. In contrast, private school students assign more importance to the materials. Regarding the independence test results, Founding student behavior, teacher behavior, teacher position, and teaching method to differ in student images according to school type. But no found a significant difference between the place theme images of public school and private school students]]>
<![CDATA[Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment ]]>
<![CDATA[Melis Arzu Uyulgan]]>;
<![CDATA[Nalan Akkuzu Güven]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.34772
<![CDATA[The study aims to determine the subject matter knowledge of Prospective Primary School Teachers (PPSTs) and analyze their chemical representation levels on crystallization. The study was carried out with descriptive research with a qualitative approach based on this purpose. The study participants were eighty freshman students studying at the Department of Primary Education in a state university in the Aegean Region of Turkey. The data were collected using a worksheet containing seven open-ended questions regarding the crystallization experiment. The questions were about the solubility of salt in water, the formation of the salt water and its solubility-temperature graph, the formation of the saturated salt water, and the appearance of particles formed during crystallization. A worksheet was prepared to determine the chemical representation levels of the PPSTs, and the data were subjected to document analysis. The researchers conducted a demonstration experiment and an animated video on the extraction of table salt by crystallization as an activity during the study process. The results indicated that PPSTs' responses related to crystallization were mainly at the macroscopic level. At the same time, they had great difficulty explaining at the levels of sub-microscopic and symbolic representations.Moreover, they could not explain the concept of dissolution with scientific expressions and distinguish the mixtures from each other. Additionally, most prospective teachers could not draw the correct solubility-temperature graph, so they had difficulty in symbolic representations. The study results imply that to raise the quality of science education in Turkey, PPSTs must attend a quality teaching of science, so primary school students acquire scientifically accurate knowledge of the basic science subjects and concepts such as dissolution, solubility, and crystallization.]]>
