Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons

This study argues that insufficient attention has been focused on explaining the alienation phenomenon toward physics knowledge. The discontinuity towards the physics knowledge requires an exploration about the scientific epistemology development. Scientific epistemology is a study that focuses at nature of knowledge and its acquisition process which treat physics as a way of knowing. The situation of Malaysian physics education is viewed as alarming and a new method of investigation is required to establish a more accurate representation of the current state of physics education. An exploratory study of the norms of science discourse and epistemic practices was therefore conducted to explore the scientific epistemology development through the lens of critical realism. Critical Discourse Analysis (CDA) was used as a methodology to address methodological issues in representing the development of scientific epistemology. The data were obtained from non-participant observations, self-reflexivity, interviews and audio-video recording. Observation and recording sessions were conducted over a period of nearly three months among four physics teachers with different educational backgrounds and their students in Johor Bahru. The analysis identified six elements underpinning the norms of science discourse and epistemic practices: epistemic agency, activity oriented by discourse, discourse moves, epistemic episodes, epistemic operations and epistemic moves. The powers that shape the norms are identified as knowledge authority (epistemic agency), privatizing and publicising ideas (epistemic agency and epistemic moves), epistemic devices and managerial moves (epistemic operations) and social conditions (activity of discourse and discourse moves). Further to this, the implication of the accepted norms is directed to a focus on teachers’ confirmation bias and expanding epistemological resources for students. Physics teachers should reflect on their norms so they can support the chain of scientific epistemology development among the students in learning physics

Fabrication of Fluorine-Doped Tin Oxide (FTO): From experiment to its application in physics learning

The paper reports the experiment in the laboratory in making FTO by employing spray pyrolysis methods, its application in DSSC, and its implementation in physics learning. The methodology in this research was mixed methods (experiment and qualitative methods). The experimental section was conducted by dissolving SnCl2.2H2O and NH4F in 96% alcohol and then depositioned on a glass substrate on a hotplate with a temperature of 450◦C using an Omron NE-C28 nebulizer. Spraying was carried out for 20 minutes then characterized morphology (SEM), content (EDS), crystal structure (XRD), transmittance (UV-VIS), and voltage-current (IV). Based on investigations using Scanning Electron Microscopy and Electron Dispersive Spectroscopy, it is known that transparent conductive SnO2:F particles have been formed. By using XRD, Nanometer-sized crystalline particles have also been identified. Furthermore, the FTO electrode is utilized as an electrode on DSSC and its performance is measured. In the qualitative section, students and researchers were interviewed about the physical aspect of the FTO fabrication process. Then, interview results were used to design laboratory physics learning.

Application of Science Media for Science Communication in Postgraduate Course to Elicit Emancipation

This study reports on redesigning learning outcomes in terms of postgraduates’ communication skills through science media communication with the aim for interactive teaching and learning. Communication in science education entails the image of science known as scientific epistemology. Therefore, the inclusion for learning about the philosophy of science among postgraduate students must not be limited to understanding the descriptive tenet of the philosophy. The initial work for this study attempts to assess whether learning about the philosophy of science dictates reflexivity and emancipation. Previous studies have not reached a consensus on how the impact of transformation can be created and recreated for others. Therefore, this study focuses on leveraging science media communication to foster conformity between oneself and others. Analysis was performed on ten postgraduate students’ reports, writings, and portfolios obtained throughout the semesters. The analysis aims to critically discuss the proposed solution for the paradigm shift in teaching practice, with a specific focus on the course design outcomes. Using critical discourse analysis (CDA), the analysis identified liminal phases due to bearer as a professional among the respondents that habitually liberated through the five stages of transformation designed for this course. The following four liminal phases were interpreted from the students’ reflexivity:  identify negotiation, setup condition, a masking mechanism, and formation of oneself and others. Such points to the conclusion that placing students as the protagonist during the transformation process when learning the philosophy of science would expand their self-realization on the role of scientific epistemology in science education.    

Application of science media for science communication in postgraduate course to elicit emancipation

This study reports on redesigning learning outcomes in terms of postgraduates’ communication skills through science media communication with the aim for interactive teaching and learning. Communication in science education entails the image of science known as scientific epistemology. Therefore, the inclusion for learning about the philosophy of science among postgraduate students must not be limited to understanding the descriptive tenet of the philosophy. The initial work for this study attempts to assess whether learning about the philosophy of science dictates reflexivity and emancipation. Previous studies have not reached a consensus on how the impact of transformation can be created and recreated for others. Therefore, this study focuses on leveraging science media communication to foster conformity between oneself and others. Analysis was performed on ten postgraduate students’ reports, writings, and portfolios obtained throughout the semesters. The analysis aims to critically discuss the proposed solution for the paradigm shift in teaching practice, with a specific focus on the course design outcomes. Using critical discourse analysis (CDA), the analysis identified liminal phases due to bearer as a professional among the respondents that habitually liberated through the five stages of transformation designed for this course. The following four liminal phases were interpreted from the students’ reflexivity: identify negotiation, setup condition, a masking mechanism, and formation of oneself and others. Such points to the conclusion that placing students as the protagonist during the transformation process when learning the philosophy of science would expand their self-realization on the role of scientific epistemology in science education

Epistemologi saintifik guru dan pelajar terhadap mata pelajaran Fizik

The national awareness on science literacy is an international phenomenon and a matter of considerable concern among educators in Malaysia. The number of students furthering their studies in the field of science has dropped to a critical state as many lack understanding on the philosophy of science. This study was conducted to explore teachers’ and students scientific epistemological understanding on the nature of physics knowledge. This was done through a quantitative study that involved statistical analysis to measure teachers’ and students’ epistemological understanding towards physics subject. The study started with identifying the components of scientific epistemology that best suits Malaysian culture and context. Epistemology is the study of knowledge and its acquisition process. Scientific epistemology consists of practical and formal epistemology with respect to nine elements: application of physics concept in real life; mathematics in physics; generating knowledge; source of knowledge; the degree of scientific validity; creativity; diversity of scientific method; scientific laws and theories; and observation and inferences. This study developed an instrument called Scientific Epistemological Measurement for Teacher (PESG) and Scientific Epistemological Measurement for Sttudent (PESP) toward physics knowledge based on previous studies within Malaysian science education context. These instruments were administered to 70 physics teachers and 255 students in Johor Bahru. The data showed that there were four levels of scientific epistemological that include naive, low transition, high transition, and sophisticated. The findings indicated that the average level of teachers’ and students scientific epistemological level is at the low transition level. Teachers’ educational background and students achievement in PMR sciences shows contribution towards level of epistemological thinking. The effects and the role of teachers’ scientific epistemology in the formation of students' understanding of physics is shown by five epistemological models that were built at the end of the study using stepwise multiple regression analysis. The study found that the sustainability epistemology components in science education helps to stimulate the development of a more balanced scientific culture among teachers and students

Comparing teachers scientific epistemological stances and development

This study investigated the ways in which belief about the nature of scientific knowledge vary between different scientific epistemological stances, known as sophisticated, high transition, low transition and naive. Semi-structured interviewswere conducted with eight elementary physics teachers that represented each epistemological stance from an analysis of 70 physics teachers responses to the Teachers' Physics Scientific Epistemological (PSET) questionnaire. The quantitative content analysis employed involved nominal and ordinal coding to locate scientific epistemology development for five dimensions of nature of scientific knowledge, known as tentativeness of scientific knowledge, observation and inferences, creativity in science, scientific theories and laws and scientific methods.The finding explained teachers' understanding about the current characterization of the nature of science in science education. The topology of the development is framed ranging from sophisticated, knowledgeable and naive. The arguments proceed in two parts. First, all respondents have somewhat mixed epistemic belief, with the tendency towards naive, especially for the tentativeness of scientific knowledge, scientific theories and laws and scientific methods. The second part of the argument, then describes how existing characteristic of the nature of science explains teachers' acquisition towards scientific knowledge

Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers

Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of the instructional practices is prevailing in Nigeria. It became imperative for researchers to investigate this predicament to arrive to a lasting solution. This paper describes a study of the relationship between teaching conceptions and critical thinking of Nigerian physics teachers in inquiry-based learning classrooms. The study involved a survey on 90 physics teachers in Kebbi state secondary schools from a population of 120 physics teachers. The instruments used were Promoting Inquiry-Based Learning in Science and Mathematics questionnaire (PRIMAS) and Lawson Classroom Test for Scientific Reasoning (LCTSR) to measure their teaching conceptions and critical thinking. A multiple regression model was generated which indicated that critical thinking has a significant relationship over the physics teachers teaching conceptions in inquiry-based learning classrooms. Physics teachers who are good in critical thinking are likely to inspire a more active form of teaching and learning in the classroom. Therefore, more emphasis should be given on the Physics teachers' critical thinking to foster inquiry-based learning used in Nigeria

Success factors in developing metacognitive skills among engineering students

Metacognitive skills are recognized to aid in the regulation of learning and problem-solving. To acquire metacognitive skills, constructivist learning approaches such as Cooperative Problem Based Learning (CPBL) are reported to address the development of the required skills. In this study, the focus is given on examining the metacognitive skills development in CPBL teaching and learning. The CPBL arises from the integration of principles of cooperative learning into problem-based learning. The implementation of CPBL for engineering students is aimed at systematic scaffolding through enculturating metacognitive skills. The purpose of this research is to investigate what are the factors that contribute to metacognitive skills development among engineering students. The study was conducted on six first-year students which enrolled in Introduction to Engineering (ITE) course for chemical engineering undergraduate degree using semi-structured interviews. The success factors identified in this study are vision as engineers, effort, and motivation. From these findings, the factors discussed were key to engage the students with the learning process in CPBL. It will illustrate the significance of the CPBL activities and the influence of these activities on the development of engineering students' metacognitive skills

Development of Digital Calorimeter Experiment Kit to Train the Designing Experiments Ability of Pre-Service Science Teacher

This study aims to develop a digital calorimeter experimental kit that is valid, accurate, precise, and as well and to analyze the profile of the ability to design experiments in pre-service science teachers after taking lectures using the digital calorimeter experiment kit. This research used the ADDIE model. The digital calorimeter that has been developed has digital innovation by using a digital temperature controller W1209 and an integrated heater. Expert validation results show valid criteria. The experimental results show a precision level of 98.9% and an accuracy rate of 95.6%. After the digital calorimeter was applied to lectures, a profile of the ability to design experimental science teacher candidates was obtained in the high category with an average score of 83.16. So it can be concluded that the digital calorimeter experimental kit developed is valid, accurate, precise, and able to train the ability to design experimental pre-service science teacher. The development of a digital calorimeter experiment kit can be an alternative to providing technology-based experiment tools and can also train the abilities of pre-service science teachers related to science experiments

Students' scientific representation enhancement through "ECRA" techniques in formative examination design

The recent studies in science learning has a specific interest with 4C's which are communication, collaboration, critical thinking and creativity. This study explored the students' 4C's as they engage with physics concepts relating to alternating currents. This engagement entails students' interpretation for descriptive questions. Following action research cycle, the study begin with planning the intervention using "ECRA" technique and conducted the activities with 38 Matriculation College students. The analysis attempt to make a connection between students' ability to construct representational aspects of scientific description with formative achievement. This study systematically describes students' understanding on the representations signify in the descriptive questions. Data collected from this study were Work Report, review of answers tutor questions, and interviews during observation stage. The finding suggests that, the ECRA technique is enabling students to obtain higher percentage in formative assessment by allowing them to developed richer conceptual understanding. Hence this study suggest that the representational issues in physics questions constructed in essay can be moderated with ECRA technique