Journal of Science Education and Technology

Abstract Resource constraints in analytical chemistry education often limit students’ opportunities to practise with advanced instrumentation. This exploratory study investigated third-year undergraduate chemistry students’ perceptions of, and engagement with, a newly developed virtual reality (VR) application—Immersive ChemLab—featuring a digital twin of an Atomic Absorption Spectroscopy (AAS) i…

Abstract As Large Language Models (LLMs) become increasingly prevalent in science education, it is important to understand their capabilities compared to human learners with respect to authentic learning tasks. Such understanding is crucial for designing AI-resilient assessments and developing AI tutors that can guide students in problem solving. Using standardized assessments as benchmarks allow…

a consistent gap between the number of students enrolling in STEM majors and those who graduate with STEM degrees.This gap represents a loss of potential talent

Despite international enthusiasm for STEM education, currently there are no commonly agreed upon goals of STEM education. STEM education research and practice would benefit from a common conceptualization of the goals and outcomes of STEM education. This conceptualization could guide the coordinated development of STEM curriculum, instruction, and assessment and facilitate research and communicat…

Scientific literacy and engagement in STEM fields remain significant challenges, particularly for students from low socioeconomic backgrounds. The research project Arduínas: Girls and Women in Science seeks to address this gap by providing hands-on opportunities for female post-primary students to develop STEM research projects using an open-source electronics platform and corresponding device, t…

This study examines science teachers’ attitudes and perspectives on Artificial Intelligence (AI) integration into teaching practices. Existing research has largely framed teacher engagement with AI through simplistic binaries of acceptance or resistance, limiting our understanding of how educators perceive both the opportunities and risks of AI. To address this gap, we surveyed 853 K-12 science t…

A systematic review methodology was used to review publications on the emerging use of AI chatbots in science classroom, using the traditional and refined model of science identity. The traditional model of science identity entails how an individual recognises himself or herself as a science person, while the refined model of science identity more ambitiously considers how an individual was being…

This study explores the potential of generative AI (GenAI) to facilitate elementary students’ epistemic understanding in scientific inquiry. Utilizing the Korean version of Views About Scientific Inquiry for Elementary school students (VASI-E) instrument, we collected 560 responses from 80 fourth-grade students in Korea and implemented a series of prompt engineering strategies within ChatGPT-4o. …

Based on Dynamic Systems Theory, this quasi-experimental study employed a single-group pretest-during-posttest design, which investigated young children’s engagement in science learning in an Augmented Reality (AR) smart glasses immersive virtual learning environment (AR smart glasses IVLE) through four domains: behavioural, academic, cognitive and social engagement. Five classroom teachers and e…

Abstract This study aims to qualitatively explore the barriers encountered by science teachers in Türkiye during the process of integrating a specifically developed e-Argumentation software into their lessons. The challenges were analyzed using Ertmer’s (1999) model of primary (external) and secondary (internal) barriers, alongside Tsai and Chai’s (2012) framework of third-order barriers, within …