From Story to Science: The Contribution of Reading Fiction and Hybrid Stories to Conceptual Change with Young Children

WOS: 000478898800005This quasi-experimental study with 34 preschoolers explores how fictional and hybrid storybooks contribute to conceptual changes in preschoolers' understanding of lunar concepts. Interviews and children's drawings before and after reading sessions provided the data. Findings revealed that (i) young children have intuitive knowledge and alternative explanations from their experiences and lay culture, (ii) storybook messages and illustrations cause misconceptions and (iii) hybrid stories increase protoscientific explanations among children of both genders. Combining accurate scientific information and enjoyable context makes hybrid storybooks effective edutainment for preschoolers.Ahi Evran University Scientific Research Projects Coordination UnitAhi Evran University [EGT.A4.18.020]The study was supported by the Ahi Evran University Scientific Research Projects Coordination Unit. Project number: EGT.A4.18.020

Evaluation of child-friendly augmented reality tool for patient-centered education in radiology and bone reconstruction

The use of augmented reality (AR) has a rich history and is used in a number of fields. Its application in healthcare and anatomy education is developing considerable interest. However, although its popularity is on the rise, its use as an educational and practical tool has not been sufficiently evaluated, especially with children. Therefore, this study presents the design, development and evaluation of an educational tablet-based application with AR functionality for children. A distal radius fracture was chosen, as it is one of the more common fractures in the younger age group. Following a standardized software engineering methodology, we identified functional and non-functional requirements, creating a child-friendly tablet based AR application. This used industry standard software and incorporated three-dimensional models of a buckle fracture, object and image target marker recognition, interactivity and educational elements. In addition, we surveyed children at the Glasgow Science Centre on its usability, design and educational effectiveness. Seventy-one children completed a questionnaire (25 also underwent a short structured interview). Overall, the feedback was positive relating to entertainment value, graphic design, usability and educational scope of the application. Notably, it was shown to increase user understanding of radiology across all age groups following a trial of the application. This study shows the great potential of using digital technologies, and more particularly augmented information, in engaging future generations in science from a young age. Creation of educational materials using digital technologies, and evaluating its effectiveness, highlights the great scope novel technology could have in anatomical education and training

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

Self-efficacy beliefs play a major role in determining teachers’ science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers’ science teaching self-efficacy beliefs in a physical science content course. The primary data sources included Science Teaching Efficacy Belief Instrument-B (STEBI-B) responses, two semi-structured interviews, classroom observations, and artifacts. Analysis of STEBI-B data was used to select 18 participants with varying levels of self-efficacy beliefs: low, medium, and high. Four categories representing course-related factors contributing towards participants’ science teaching self-efficacy beliefs were found: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role model. While some course elements such as hands-on learning experiences and inquiry-based teaching strategies seemed to impact all groups positively, the low-group participants were particularly benefited from the ways in which science concepts were presented and the pace at which learning progressed. One implication from this study is that science educators could include elements within science content courses to potentially support preservice teachers with varied initial levels of science teaching self-efficacy