Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience... more Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.
This research examines students' interests in studying science in the UK, focusing on the context... more This research examines students' interests in studying science in the UK, focusing on the context of declining interest in science subjects. A total of 1618 students aged 10 to 14 participated, responding to a questionnaire covering various constructs, such as subject preferences, stereotypes of science people, science extracurricular activities, career pathways, and views of science. Descriptive and inferential analyses, including three models of multiple regression, revealed several key findings. Students from non-Western backgrounds showed lower engagement in science extracurricular activities compared to their Western counterparts. Engagement in science-related activities positively influenced students' views of science. Interestingly, students' educational background (primary or secondary education) had a negative impact on their views of science. The study also highlighted a preference for non-STEM subjects over specific STEM fields, with curiosity and hands-on learning influencing favourite subjects. Addressing stereotypes and promoting gender equity in science education are essential. Early educational experiences and science extracurricular activities positively impacted students' liking for science. Students' views of science were influenced by hands-on experiences, gender, and educational background, indicating the need to challenge stereotypes. These insights inform science education policy and practice to promote interest and engagement among young learners in the UK. Résumé Cette étude examine l'affection qu'ont les élèves pour les études scientifiques au Royaume-Uni, en se concentrant sur le contexte qui favorise le déclin de l'intérêt pour les différents domaines des sciences. Au total, 1 618 apprenants âgés de 10 à 14 ans ont participé à l'étude, en répondant à un questionnaire qui portait sur divers aspects, tels que les préférences en matière de disciplines, les stéréotypes sur les scientifiques, les activités extrascolaires scientifiques, les parcours professionnels et les points de vue sur les sciences. Les analyses descriptives et inférentielles, y compris trois modèles de régression multiple, ont donné lieu à plusieurs résultats clés. Les apprenants issus de milieux non occidentaux se sont moins engagés dans des activités extrascolaires scientifiques que leurs camarades occidentaux. L'engagement dans des activités liées aux sciences a favorablement influencé l'opinion des élèves sur le * Nasser Mansour
The existing literature lacks a precise understanding of how online facilitation and dialogic dis... more The existing literature lacks a precise understanding of how online facilitation and dialogic discussions can positively impact students' comprehension of the Nature of Science (NoS). This study delves into the experiences of students and facilitators engaged in synchronous and asynchronous online dialogic discussions and e-facilitation to enhance our understanding of NoS. An innovative experiment employed a digital dialogue game to engage postgraduate students in a Postgraduate Certificate in Education (PGCE) secondary science course. The participants included sixty-five PGCE science students and three lecturers specializing in different science disciplines (Physics, Chemistry, and Biology). Qualitative data collection methods and analysis, including transcripts of online discussions about NoS topics, were followed by critical event recall interviews to identify specific online dialogue events that significantly contributed to the comprehension of NoS. The findings contribute significantly to comprehending students' processes in grasping complex and debatable topics such as Nature of Science (NoS) within online dialogic discussions supported by e-facilitation. They emphasize the importance of establishing an open and expansive dialogic space, with a focus on the crucial roles of e-facilitators. The results also highlight a tension between active and passive roles in both synchronous and asynchronous online discussions. Additionally, the study sheds light on the influence of space, time, and texts in understanding NoS through e-facilitated online dialogic discussions. Notably, the research emphasizes the live chat room's significance within Interloc, accentuating its role as a social space fostering a sense of community and a safe environment for inquiry in online dialogue which supported understanding NoS.
Eurasia journal of mathematics science and technology education, May 1, 2024
Science and mathematics teachers face the dual challenge of mastering subject-specific expertise ... more Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers' pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers' competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study's findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.
Education and information technologies, Feb 5, 2024
The existing literature lacks a precise understanding of how online facilitation and dialogic dis... more The existing literature lacks a precise understanding of how online facilitation and dialogic discussions can positively impact students' comprehension of the Nature of Science (NoS). This study delves into the experiences of students and facilitators engaged in synchronous and asynchronous online dialogic discussions and e-facilitation to enhance our understanding of NoS. An innovative experiment employed a digital dialogue game to engage postgraduate students in a Postgraduate Certificate in Education (PGCE) secondary science course. The participants included sixty-five PGCE science students and three lecturers specializing in different science disciplines (Physics, Chemistry, and Biology). Qualitative data collection methods and analysis, including transcripts of online discussions about NoS topics, were followed by critical event recall interviews to identify specific online dialogue events that significantly contributed to the comprehension of NoS. The findings contribute significantly to comprehending students' processes in grasping complex and debatable topics such as Nature of Science (NoS) within online dialogic discussions supported by e-facilitation. They emphasize the importance of establishing an open and expansive dialogic space, with a focus on the crucial roles of e-facilitators. The results also highlight a tension between active and passive roles in both synchronous and asynchronous online discussions. Additionally, the study sheds light on the influence of space, time, and texts in understanding NoS through e-facilitated online dialogic discussions. Notably, the research emphasizes the live chat room's significance within Interloc, accentuating its role as a social space fostering a sense of community and a safe environment for inquiry in online dialogue which supported understanding NoS.
The research aimed to reveal the impact of the teacher's presence in three forms (identified part... more The research aimed to reveal the impact of the teacher's presence in three forms (identified participant-anonymous participant-anonymous non-participant) in synchronous ediscussions based on virtual teams on the quality of discussions, achievement, participation, motivation of students, and their perceptions about each of synchronous e-discussions, and teacher's presence. The research sample was divided into three experimental groups, where the professor of the course (the researcher) appeared in the discussions of the first experimental group with a known identity. In the second experimental group, the teacher appeared with an anonymous participant. In contrast, an unknown non-participant appeared in the discussions of the third experimental group in eight e-discussions based on virtual teams. The research tools were quality of discussion measurement, achievement test, participation scale, motivation scale, and two questionnaires to measure students' perceptions of synchronous e-discussions and teacher presence. The results favored the first group, and the results also confirmed the positive students' perceptions about the importance of the teacher's presence in synchronous ediscussions.
This study aimed to examine the difference of Vocational High School students' learning motivatio... more This study aimed to examine the difference of Vocational High School students' learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and posttest control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.
Contemporary trends and issues in science education, 2019
This chapter is based on the findings of a series of research studies that I carried out in the a... more This chapter is based on the findings of a series of research studies that I carried out in the area “religious beliefs and science education” with Egyptian science teachers. I begin with a brief representation of Islamic perspective of the nature of science (part one). Then I present Science teachers’ views of science and religion in Islamic context (part two). In part three, I will discuss science teachers’ cultural beliefs and serotypes of science, religion, and scientists. This is followed by discussing the impact of these religious beliefs on teachers’ pedagogical practices and views of teaching science (part four). The last part explains how professional learning programme might respond to teachers’ cultural beliefs and serotypes of science, religion, and scientists (part five).
Cultural Studies of Science Education, May 26, 2009
The debate about Islam and science extends to a debate about the relationship between Islam and s... more The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers' views of the relationship between science and religion within the Islamic context. Teachers' key vision of the relationship between science and religion was that ''religion comes first and science comes next. I will argue that teachers' personal religious beliefs are among the major constructs that drive teachers' ways of thinking and interpretation of scientific issues related with religion. Then, I discuss how teachers' personal religious beliefs have been formed and influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic) context.
International journal of physics and chemistry education, Aug 18, 2010
Research supports the idea that teachers are crucial change agents in educational reform and that... more Research supports the idea that teachers are crucial change agents in educational reform and that teachers' beliefs are precursors to change. This study investigates Egyptian science teachers' beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students' roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers' beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers' beliefs and their practices.
Bulletin of Science, Technology & Society, May 18, 2009
Changes of the last two decades in goals for science education in schools have induced new orient... more Changes of the last two decades in goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current mega-trend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on the teachers' ability to integrate the philosophy and practices of
Asian-Pacific Journal of Second and Foreign Language Education
This paper looks at the role of English in Brunei and the sociocultural structure of Bahasa/langu... more This paper looks at the role of English in Brunei and the sociocultural structure of Bahasa/language in Brunei Darussalam. The aim of this research is to critically analyse sociocultural theory from Vygotsky’s “peak psychology” approach and understand depth-knowledge of sociocultural theory from other scholars’ perspectives. The scholars’ views on education, language and sociocultural importance-related topics have been analysed by Barry, Goode, Jones, Haji-Othman, Sharbawi and Gardiner. These scholars’ ideas give a better understanding of the sociocultural importance of Bruneian’s individual development. For this research, a qualitative method applies and collected data is critically analysed in detail. This research has the potential to discuss the link between language evolution and Bruneian sociocultural development. The “Citizenship Acts 1961” is relevant to discuss the theoretical concepts like, ‘nationality’ and ‘ethnic identification’ from the Bruneian context. To put it in ...
Eurasia Journal of Mathematics, Science and Technology Education
This paper is part of a project on enhancing STEM teaching through teachers’ professional develop... more This paper is part of a project on enhancing STEM teaching through teachers’ professional development (TPD). The aim is to explore K-12 science and mathematics teachers’ views and practices about implementing STEM through technological pedagogical content knowledge (TPACK) model in Qatar and identify their challenges. The objective is to develop a TPD program using project-based learning pedagogical intervention to support K-12 science and mathematics teachers and to train them on how to implement PBL in their teaching practices. 245 STEM teachers from 16 preparatory and secondary schools, representing an equal number of males and females, responded to a STEM-TPACK survey on perceptions of and practices in teaching STEM subjects. One hundred thirty-seven preparatory (grades 7-9) and 108 secondary school teachers (grades10-11). Generally, there are no significant differences between the different dual groups in understanding STEM, TPACK, and embedding technology, with few exceptions ...
Eurasia journal of mathematics, science and technology education, Oct 19, 2022
Among the countries that participated in the trends in international mathematics and science stud... more Among the countries that participated in the trends in international mathematics and science study (TIMSS) 2019 for grade 8 science, Oman had the highest gender gap in favor of girls. The current study explores the gender gap in science achievement in Oman and relates it to students' varying perceptions of their own attitudes and capabilities. The sample in the study comprised 467 grade 9 students, 266 female and 201 male. The participants were given a TIMSS-like science test, along with four self-perception surveys; these explored metacognitive awareness, selfregulation (SR), science learning self-efficacy (SLSE), and attitudes to science (AS). The results indicated that student self-perceptions of SR, SLSE, and AS, were significantly related to the gender gap in students with higher-level science achievement. The results were different when looking at the gender gap in scores for lower-level questions; here, there was no relation to any of the four self-perception variables explored in the study.
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