Developing and evaluating a pollination systems knowledge assessment in a multidisciplinary course

Abstract

Background Although pollinators play an integral role in human well-being, their continued global decline reflects the need to provide and evaluate general pollinator knowledge to promote their conservation. Enhancing learners’ understanding of the complexity inherent in pollination systems within the science classroom may help them make more informed decisions regarding pollinator conservation actions. By measuring conceptual understanding of pollination systems, science educators can identify learners’ knowledge needs and inform their teaching in science classrooms. Based on previously developed theoretical frameworks describing pollination systems knowledge, we created and evaluated a new instrument to assess pollination systems and conservation actions knowledge. The Pollination Systems Knowledge Assessment (PSKA) is a multiple-true–false instrument containing 18 question stems and 70 accompanying T–F items encompassing three organizational components of pollination knowledge regarding (1) plant structures, (2) pollinator structures and behaviors, and (3) pollination systems function and pollinator conservation. Results We refined the PSKA based on expert discussions, think-aloud interviews, and pilot testing before and after presenting a wild pollinator conservation unit within a postsecondary science literacy course. The PSKA elucidated learners’ misconceptions and revealed discriminating items from the three organizational components of pollination systems knowledge. Conclusions The PSKA may aid educators in exploring learners’ conceptual understanding, identifying areas of misconceptions, and refining educational programming aimed at improving learners’ pollination systems knowledge.

Empowering Scientific Literacy of Science Teachers: Systematic Literature Review (SLR)

“…The years 2020 and 2021 showed no article publication. The following year, 2022, there were 11 articles (Steinwachs & Martens, 2022;Alghamdi et al, 2022;Jimenez et al, 2022;Cooper et al, 2022;Luft et al, 2022;Chan & Erduran, 2022;Wallace et al, 2022;Abdulbakioglu et al, 2022;Zoupidis et al, 2022;Buma & Sibanda, 2022;Nja et al, 2022). The year 2023 showed the highest number of articles, with 14 articles (Schofield et al, 2023;Busch et al, 2023;Lilly et al, 2023;Rachmatullah et al, 2023;Peters-Burton et al, 2023 Therefore, the year of publication in 2023 shows the highest percentage, 53.86 percent.…”

“…Based on Figure 2 below, the country most involved in studies related to the scientific literacy of science teachers is the United States of America, namely 11 articles (Jimenez et al, 2022;Busch et al, 2023;Lilly et al, 2023;Rachmatullah et al, 2023;Luft et al, 2022;Peters-Burton et al, 2023;Davis et al, 2023;Wallace et al, 2022;Mouza et al 2023& Mathis et al 2023 The number of articles from the United States recorded was 38.46 percent. Meanwhile, Saudi Arabia recorded 7.69 percent, and Germany recorded 7.69 percent.…”

“…Based on the research design graph shown in Figure 3, mixed methods were most widely used in the articles, namely as many as 14 articles (Alghamdi et al, 2022;Jimenez et al, 2022;Busch et al, 2023;Lilly et al, 2023;Luft et al, 2022;Peters-Burton et al, 2023;Wulff et al, 2023;Fridberg et al, 2023;Davis & Palincsar, 2023;Nilsson & Lund, 2023;Mouza et al, 2023;Abdulbakioglu et al, 2022;Buma & Sibanda 2022;Becerra et al, 2023). Apart from that, quantitative descriptive also has eight articles (Poce et al, 2019;Schofield et al, 2023;Schofield et al, 2023;Rachmatullah et al, 2023;Zoupidis et al, 2022;Vasconcelos & Paz, 2023;Nja et al, 2022;& Alghamdi 2023).…”

“…Alghamdi et al (2022) also stated that student engagement concerning curriculum and community increased. Jimenez et al (2022) Fridberg et al (2023), Vasconcelos andPaz (2023); Nja et al (2023); Lilly et al (2023); Wallace et al (2022) stated that the instruments tools and materials used by teachers could improve students' level of knowledge. It shows that teachers with high scientific literacy will always strive to ensure student learning and achievement have a good impact.…”

A percepção dos alunos sobre as abelhas nativas: relatos de uma experiência pedagógica

“…Intervenções como projetos de ciência cidadã ou atividades práticas relacionadas aos polinizadores são estratégias pertinentes de educação ambiental para aumentar a percepção positiva e as motivações para a conservação dos polinizadores (JIMENEZ et al, 2022). Contudo, a cultura escolar pode gerar uma brecha entre o conhecimento científico e sua aplicação prática na sociedade, resultando em uma visão fragmentada em que os alunos têm dificuldade em reconhecer a relevância direta do que aprendem em sala de aula para o mundo exterior.…”