Sirpa Kärkkäinen

Previous studies have shown that making informed decisions about water issues requires socio-scientific reasoning (SSR), which is challenging for primary school students. This study focuses on third and fourth graders’ (n=101) perceptions regarding water systems, water sources and usage patterns both at home and within society. The primary school students participated in a water project that lasted for eight lessons. The study was a case study and the data consisted of audio recordings of group conversations on tasks given in the lessons. The students’ perceptions were analyzed using inductive content analysis and structure of observed learning outcome-taxonomy. Students discussed the significance of using water for drinking, food preparation, and maintaining personal hygiene. Students highlighted conservation, health, environmental and household aspects when discussing water conservation and water purification. There is a need to empower primary school students through building scientific literacy and SSR to inform evidence-based decisions related to water issues.

In recent years, educational reforms have made scientific literacy a major priority because of its increasing importance in today’s dynamic world. Program for international student assessment 2015 evaluated scientific literacy from 72 countries, and Lebanon ranked 65th. Scientific literacy levels among Lebanese secondary school students and gender differences are unknown. This study fills this research gap. A total of 130 students from Lebanon’s private secondary schools were involved in this research. Scientific literacy levels were assessed using an instrument developed by Gormally et al. (2012), who conceptualized nine science competencies contributing to scientific literacy including understanding research designs, creating and interpreting graphs, and solving quantitative problems. Welch’s ANOVA and Mann-Whitney U tests were used to analyze the data. Lebanese secondary school students have very low scientific literacy levels, and no significant difference was observed between genders. We present recommendations for adding desired skills to the curriculum based on a review of the underlying factors.

Background Technologies may successfully be used to mediate, aid, and diversify learning, but several studies indicate that technologies cannot substitute outdoor learning and its experiential nature. To halt human‐induced biodiversity loss, teachers should acquire a deep understanding of the principles of ecology, including the challenging concept of biodiversity. Only few studies have investigated learning about biodiversity outdoors guided by technology. Objectives The aim of this study was to examine student teachers' current knowledge of the concept of biodiversity, to test how well technology‐mediated mobile learning in outdoor settings affects their understanding of the concept, and to determine the students' ability to estimate biodiversity in situ. Methods Student teachers ( N = 121) participated in a technology‐mediated nature trail. Research data was gathered through open‐ended questions in pre‐ and post‐test questionnaires and an assignment during the trail. Data were analysed using both qualitative and quantitative methods. Results and Conclusions Results showed that significantly, more students included species and ecosystem diversity in their definitions of biodiversity after the trail, but the inclusion of genetic diversity remained low. Student's estimations of biodiversity in situ and related arguments indicate that they had difficulties in connecting their observations with their assessments of biodiversity. Implications The study indicates that biodiversity is still a challenging concept, but also that outdoor learning mediated by technology has potential to untangle the concept. Understanding the importance of genetic diversity for species survival should be given special attention.