International Journal of Science Education and Teaching

Exploring Motivational, Cognitive, and Instructional of Critical Thinking Disposition in Science Learning: The Mediating Role of Student Self-Regulation

2025-03-30T21:03:53+07:00

Critical thinking disposition among students is essential for addressing contemporary challenges. However, the factors influencing students' critical thinking disposition and their interrelations within the context of science learning have not been comprehensively examined. This study aims to analyze the effects of self-efficacy, motivation, epistemological beliefs, and the academic environment on students' critical thinking disposition in science learning and explore the mediating role of self-regulated learning in connecting these factors to critical thinking disposition. This research employs a quantitative approach with an explanatory design, analyzed using Structural Equation Modeling (SEM). A total of 209 undergraduate students majoring in Science Education at Trunojoyo University, Indonesia, were selected using stratified sampling. Self-regulated learning strongly influences critical thinking disposition (coefficient: 0.889) and is significantly affected by epistemological beliefs (coefficient: 0.908). The learning environment contributes to critical thinking disposition (coefficient: 0.441), but the impact on self-regulated learning is small (coefficient: -0.122). Motivation negatively affects critical thinking disposition (coefficient: -0.451), suggesting that higher motivation is associated with lower critical thinking disposition. This counterintuitive result is due to the dominance of extrinsic, goal-oriented motivation over intrinsic motivation, potentially leading students to prioritize achievement over deep, analytical engagement. However, motivation positively influences self-regulated learning (coefficient: 0.141). Self-efficacy positively affects critical thinking disposition (coefficient: 0.260) but has a non-significant influence on self-regulated learning (coefficient: 0.041). Significance testing indicates significant relationships between epistemological beliefs and critical thinking disposition (t = 3.543, p = 0.000, coefficient = -0.234), epistemological beliefs and self-regulated learning (t = 22.088, p = 0.000, coefficient = 0.908), learning environment and critical thinking disposition (t = 15.282, p = 0.000, coefficient = 0.441), motivation and critical thinking disposition (t = 17.950, p = 0.000, coefficient = -0.451), motivation and self-regulated learning (t = 4.554, p = 0.000, coefficient = 0.141), as well as self-efficacy and critical thinking disposition (t = 10.873, p = 0.000, coefficient = 0.260). However, the relationship between self-efficacy and self-regulated learning was found to be non-significant (p = 0.431). Developing self-regulated learning can help students manage their learning processes more effectively and serve as a strategic approach to enhancing critical thinking skills.

Fostering Scientific Creativity in Primary Students through Outdoor STEM Education: A Case Study in Phuket Province

2025-04-11T12:25:20+07:00

This research aimed to (1) examine Grade 4 students’ scientific creative thinking skills before and after participating in outdoor STEM learning based on the context of Phuket Province, (2) develop these skills through local context-based activities, and (3) identify effective practices for organizing such learning experiences. The study involved 22 Grade 4 students from a school in Phuket during the second semester of the 2024 academic year, using a classroom action research approach with purposive sampling. Three outdoor STEM activities were implemented: eco-printing with Southern Thai plants, tie-dye using Sino-Portuguese patterns, and making “Apong” coconut milk desserts with natural dyes. A scientific creative thinking test based on Guilford’s theory was used to assess four components: originality, fluency, flexibility, and elaboration. Findings revealed significant improvements in students' scientific creative thinking, particularly in fluency and elaboration. Students displayed enhanced creative behavior, confidence in presenting ideas, and the ability to solve problems using diverse, well-reasoned solutions. They creatively applied local knowledge to design unique patterns and innovate with natural color mixtures. The activities also promoted teamwork and 21st-century problem-solving skills. Post-test scores were significantly higher than pre-test scores at the 0.05 level, indicating the effectiveness of outdoor STEM learning in fostering scientific creativity through real-life context integration.

A Problem-Oriented Training Paradigm for Undergraduate Students in Materials Science in the Era of Artificial Intelligence

2025-02-13T11:16:44+07:00

In the era of artificial intelligence (AI), the fields of science and technology are experiencing profound changes, creating an unprecedented demand for talent development. This study comprehensively explores the extensive influence of AI on materials science, including accelerating materials discovery and optimization, transforming research paradigms and methods, and strengthening interdisciplinary cooperation. Based on this, a "problem-oriented" talent training model for the materials science major is proposed. This model integrates AI technology and is designed to cultivate students' practical problem - solving abilities, innovative thinking, and practical skills to meet the needs of the intelligent development of the industry. This paper also addresses the challenges that may be faced during the implementation of this training model, such as the difficulty of curriculum integration, the shortage of practical teaching resources, and the imperfection of the teaching evaluation system. Through continuous optimization and improvement, this training model is anticipated to cultivate high-quality innovative talents in the materials science field and promote the intelligent development and innovation of the industry.