LINKING SCIENTIFIC CONCEPTS WITH STUDENTS’ PERSONAL DAILY LIVES: USING THE METAPHYSICAL MEANING OF SCIENTIFIC CONCEPTS

TitleLINKING SCIENTIFIC CONCEPTS WITH STUDENTS’ PERSONAL DAILY LIVES: USING THE METAPHYSICAL MEANING OF SCIENTIFIC CONCEPTS
Publication TypeJournal Article
Year of Publication2024
AuthorsKim, MK, Park, J
JournalJournal of Baltic Science Education
Volume23
Issue5
Start Page882-898
PaginationContinuous
Date PublishedOctober/2024
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsEveryday Context, Kuhn’s Paradigm, Metaphysical Principle, scientific concepts
Abstract

The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical principles implied by scientific concepts, a component of Kuhn’s paradigm. To replace the abstract term ‘metaphysical meanings’, the term ‘Meaning of Life implied by Scientific Concepts’ (MLS) was introduced to make these metaphysical principles more accessible and comprehensible for students. Using MLS, activity sheets were developed and implemented with 57 lower-secondary students. The results showed that students could effectively identify real-life examples of the presented MLS, the number of students who successfully generated MLS increased with additional class sessions, and the content of the MLS expressed by the students was thoughtful and meaningful. Post-activity interviews indicated that students found this approach interesting and helpful for understanding concepts, and teachers were impressed by the quality of the students' work, expressing a desire to implement this approach in their classes. It is concluded that using MLS to connect abstract scientific concepts with students' everyday lives is both feasible and applicable in school science.

URLhttps://oaji.net/articles/2023/987-1729494367.pdf
DOI10.33225/jbse/24.23.882
Refereed DesignationRefereed
Full Text