Stand-Alone Paper Set 4

282 AI in STEAM Education: case study of visual literacy in biology and visual art drawing
Michael Ahove, Benjamin Onuorah, Peter Okebukola, Sanni Rasheed, Juma Shabani
Strand 5: College Science Teaching and Learning (Grades 13-20)

In the fast-changing field of education, Artificial Intelligence (AI) has become a powerful tool that can significantly change how we teach and learn. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education is an interdisciplinary approach that fosters creativity, critical thinking, and problem-solving skills. This study investigated the effectiveness of the Technology-Education-Art (TEA) artificial intelligence model on attitude of student in biological and visual art drawing. The study group comprised of two categories of students (visual art and biology students) and used the Questionnaire on Student’s Attitudes to Visual Art Drawing (QSABD), Questionnaire on Student’s Attitudes to Biological Drawing (QSABD) for quantitative data collection and Interview guide for qualitative data. The quantitative data gathered was analysed using ANCOVA. The results showed that there is no statistically difference in the attitude of students taught biological drawing using the two methods. While for the visual art category the results showed that there is a statistically significant difference in the attitude of students towards visual art drawing using the two methods (TEA and traditional method). From the interview responses, students in both categories are positive about using AI technology for learning drawing skill.

579 Improving African Students’ Learning Outcomes in Cybersecurity, the Culturo-Techno-Contextual Approach and Afrocyberlibrary to the Rescue
Michael Armah, Peter Okebukola, Moses Akanbi, Rasheed Saani, Andrew Tetteh
Strand 5: College Science Teaching and Learning (Grades 13-20)

This study aims to evaluate the efficacy of the Culturo-Techno-Contextual Approach (CTCA), an instructional framework that integrates indigenous knowledge, and the Afrocyberlibrary, a repository of indigenous cybersecurity information that caters to various socio-economic backgrounds and learning preferences. This research used a quasi-experimental approach. The Analysis of Covariance (ANCOVA) demonstrated that both the CTCA and Afrocyberlibrary app had a positive impact on students' learning outcomes, irrespective of their socio-economic status [F (1, 52) = 2.54; p>.05] and learning styles [F (1, 52) = .49; p>.05]. This study recommends using the CTCA and Afrocyberlibrary in cybersecurity courses to enhance students' understanding.

583 Improving Students’ Interests in Cybersecurity: Will the CTCA and Afrocyberlibrary Help?
Andrew Tetteh, Michael Armah, Peter Okebukola, Moses Akanbi, Rasheed Saani
Strand 5: College Science Teaching and Learning (Grades 13-20)

This study seeks to assess the effectiveness of the Culturo-Techno-Contextual Approach (CTCA). This instructional framework combines indigenous knowledge with the Afrocyberlibrary, a collection of indigenous knowledge relative to cybersecurity. This study employed a quasi-experimental technique, with 36 students in the control group and 35 students in the experimental group. The Analysis of Covariance (ANCOVA) indicated that both the CTCA and Afrocyberlibrary app had a favourable influence on students' interests [F (1, 66) = 56.84; p<.05], regardless of their gender [F (1, 66) = 3.29; p>.05]. Based on these preliminary findings, we cautiously advocate the usage of the CTCA and Afrocyberlibrary in cybersecurity courses to boost students' interests.

46 Phenomenographic Analysis to Students’ Problem Solving in Introductory Physics
Ozden Sengul, Sevde Yerisenoglu
Strand 5: College Science Teaching and Learning (Grades 13-20)

This paper aims to describe student approaches to introductory physics problems. This empirical study had a phenomenographic approach to examine college students’ responses on open-ended problems. Participants were 173 college science students from physics, physics education, and engineering departments. Students were selected among sophomore, junior, and senior students, who could pass the freshman physics courses. Data was collected from volunteer students by visiting their classrooms. Data analysis was conducted through constant comparative method. The results showed hierarchical categories of students’ problem-solving approaches for knowledge level and skill type. The research has implications for further studies in the context of introductory physics.

847 2-Year College Biology Instructor Perceptions on Mathematics in Biology Instruction
Kristine Squillace Stenlund, Anita Schuchardt
Strand 5: College Science Teaching and Learning (Grades 13-20)

Understanding mathematics in the context of biology is an important competency for STEM professionals. Two-year colleges provide foundational science education to a large proportion of these developing professionals in the US and is an important arena for educational reform. In this study, a convenience survey was designed to explore 2-year college biology instructor perceptions and use of mathematics in the biology context. Respondents were asked a series of 6-point Likert questions surrounding efficacy, algorithmics, mathematical sensemaking, biological sensemaking, fixed mindset, and perceived difficulty in mathematical concepts pertaining to biological phenomena. Responses indicate instructors are confident with their mathematical abilities but do not feel the same confidence in their students. Data reveals that instructors do use mathematics in their biology classrooms and value the connection between content in their class learning objectives. Instructors report listing mathematical connections to biological phenomena as top learning objectives in their introductory biology classes. However, instructors also indicate they do not use classroom activities in line with these learning objectives. Overall, this study suggests 2-year college instructors may benefit from workshop opportunities focused on ways to allow students to build connections between mathematics and biology. Results from this study will be used to design such workshops.