Multi-Strand Stand-Alone Paper Set 5

97 People who have more science education rely less on misinformation when making science-related decisions
Yael Rozenblum, Keren Dalyot, Ayelet Baram- Tsabari
Strand 6: Science Learning in Informal Contexts

Recent research has underscored the importance of science education in mitigating beliefs in science-related misinformation and its beneficial impact on decision-making and behavior. This study employed the Elaboration Likelihood Model to assess how individuals' abilities and motivation affect their processing of scientific information through peripheral versus central persuasion routes. A representative sample of 500 adults completed an online questionnaire during the second wave of COVID-19 (Nov. 2020), focusing on two social distancing dilemmas. Motivation was measured as personal relevance, and abilities, measured by science education level, science knowledge, and misinformation identification strategies. We found that relying on misinformation was associated with the intention to reject social distancing recommendations and with the use of simple arguments. In addition, personal relevance was associated with the intention to reject the recommendations but also with more complex arguments, suggesting that people did not intend to reject scientific knowledge but rather tended to contextualize it. Science education was also positively associated with argument complexity but not with respondents’ stances. Finally, respondents with higher levels of science education and motivation relied less on misinformation. This implies that science education and the issue's relevance to one's life contribute to people's inclination to engage with information critically.

279 Effect of Technology-Education-Art (TEA) Artificial Intelligence Model on Students’ Attitude towards Biological Drawing
Benjamin Onuorah, Peter Okebukola, Michael Ahove, Sanni Rasheed, Juma Shabani, Franklin Onowugbeda
Strand 12: Technology for Teaching, Learning, and Research

Biology is one of the most visually intensive STEM subjects; studies have shown that students are having challenges with biological drawing in Nigeria. This study looks at the effectiveness of the Technology-Education-Art (TEA) artificial intelligence model on attitude of student towards biological drawing with gender as moderator variable. The study used a mixed research method for a more effective data gathering. The sample comprised 85 students from two higher institutions. Two instruments were used to collect quantitative and qualitative data. The experimental group was exposed to the TEA application while the control group use normal lecture method. The quantitative data gathered were analysed using ANCOVA. The results showed that there is no statistically difference in the attitude of students taught biological drawing using the two methods. Output of the qualitative data however showed that the students perceived TEA as viable tool for learning biological drawing. Based on the findings of this study and within its limitations, it was recommended that visual literacy skill for science students should be given more attention and AI should not be seen as a threat to learning but as an important tool to support learning.

418 The Impact of Teaching Based on HOS on Students' Understanding of the Nature of Science
Kadriye İnci, Semra Sungur, Özgül Yılmaz-Tüzün
Strand 13: History, Philosophy, Sociology, and Nature of Science

This study examines the impact of history of science (HOS)-based instruction on sixth-grade students' understanding of the Nature of Science (NOS) using the Reconceptualized Family Resemblance Approach to NOS (RFN). The study focuses on five RFN categories: aims and values, scientific practices, method and methodological rules, scientific knowledge, and social-institutional system. A quasi-experimental design was implemented, with two classes randomly assigned as experimental groups and two as control groups, involving 101 sixth-grade students from a public school in Ankara (45 boys, 56 girls). Quantitative data were collected using the RFN Student Questionnaire as pre- and post-tests. Multivariate Analysis of Variance (MANOVA) on pre-test scores showed no significant differences between the experimental and control groups across all RFN categories. However, post-test results revealed that the experimental groups had significantly higher NOS levels in the categories of aims and values, scientific knowledge, and social-institutional system. Although no significant differences were found in the other two categories, the experimental groups had higher mean scores. The findings suggest that HOS-based instruction is more effective than curriculum-based teaching in enhancing students' NOS understanding as measured by the RFN framework.

605 Pre-service Science Teachers’ Place-Based Learning Experience: A Bioblitz Activity in Ihlara Valley
Nurcan Tekin, Başak Tepedelenlioğlu
Strand 14: Environmental Education and Sustainability

The aim of the study is to examine pre-service science teachers’ (PSTs) experiences in terms of the species recorded and their views during the bioblitz process. A qualitative case study design was used. 49 PSTs voluntarily participated in the study using convenient sampling method. The data were collected through photos or sounds recorded by the PSTs in the ""Ihlara Valley Bioblitz"" project in the iNaturalist application and the Views on the Bioblitz Process Form. The process included a short-term bioblitz implementation and continued for seven weeks. Descriptive analysis was used in the evaluation of the recorded species, and PSTs’ views were analyzed through content analysis to reach their experiences. The results revealed that during the bioblitz event, PSTs made 3180 observations in Ihlara Valley, and these observations included 1015 species. These species mostly comprised of plants, insects and fungi. The participants were highly satisfied with the bioblitz activity and stated that they would like to do this activity again in environments such as forest, mountain and lake ecosystems. PSTs stated that the bioblitz activity positively affected their perceptions of biodiversity, out-of-school learning and the process of working like scientists. Detailed information on the research results is discussed.

309 Relating Professional Action Competence in ESD to Sustainability Teaching Outcome Expectancy, ESD Value, Teacher Self-Regulation
Zeynep Aydin, Sevda Yerdelen-Damar
Strand 14: Environmental Education and Sustainability

The study aimed to explore in-service teachers' professional action competence in education for sustainable development (PACesd) across primary, middle, and high school levels, and how factors like sustainability teaching outcome expectancy, education for sustainable development (ESD) value, and teacher self-regulation predict this competence. A total of 475 teachers participated, with data collected through several scales, including the PACesd and Teacher Self-Regulation Scales. Results showed that there were statistically significant differences in PACesd scores among in-service teachers teaching at different levels of education (i.e., primary, middle, high school). The model incorporating ESD value, sustainability teaching outcome expectancy, and teacher self-regulation explained a significant portion of the variance in PACesd after controlling for the influence of education level in which in-service teachers teach. Also, the model containing ESD value, sustainability teaching outcome expectancy and teacher self-regulation was tested at each education level and it was found that the highest variance in PACesd was explained at primary school level, and it was followed by middle and then high school. Notably, while all factors significantly predicted PACesd in primary and middle school teachers, ESD value did not have a significant unique contribution for high school teachers.

489 Bridging Roles: Educators and High School Graduates’ Sense of Climate Change
Shaima Alokbe, Areej Nbari, Wisam Sedawi, Orit Ben Zvi Assaraf
Strand 14: Environmental Education and Sustainability

This study explores the connection between climate literacy and sense of place among Bedouin teachers and high school graduates in Israel’s Negev Desert, focusing on how these factors influence climate education within the community. The literature suggests that the role of educators in fostering informed climate-related decisions is crucial yet challenging, particularly in communities with a strong sense of place, which may be more likely to engage in environmental practices. Using a phenomenological approach, this study investigates the perceptions of ten science teachers and twenty recent graduates regarding climate change, their lived experiences, and their insights into existing climate education. Interviews reveal a strong connection to their natural rural environment and the immediacy of their lived experiences with climate change, underscoring the importance of sense of place in shaping perspectives and informing educational practices. Furthermore, both groups emphasize the need for place-based learning that aligns with their cultural context, advocating for a curriculum that informs and empowers them to take action, while also revealing concerns about inequality, marginalization, and the risks of discussing sensitive political issues. The findings highlight the potential of culturally responsive, place-based education to promote social justice, enhance climate resilience, and support environmental sustainability in marginalized communities.