Strand 4 Stand-alone Paper Set

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124 The Effects of Web 2.0-Supported Argumentation on Students' Science Achievement and Attitude toward Technology Birsu Bozkurt ORCID iD; Mustafa Sami Topçu ORCID iD Yildiz Technical University; İstanbul; Turkey Abstract This study investigates the effects of technology-supported argumentation practices on 6th-grade students' academic achievement in the unit of "Sound and Its Properties" and attitudes toward technology. Conducted in a Western Turkiye state school during the 2024–2025 academic year; the research compares students taught with technology-supported argumentation to those taught with traditional argumentation practices. The study was carried out with two classes of 6th-grade students (n=48) in a public middle school in Pendik; Istanbul. A quasi-experimental pre-test/post-test control group design was employed. The experimental group (n=24) was instructed through Web 2.0-supported argumentation activities; while the control group (n=24) received instruction based solely on argumentation. Data were collected using the 6th Grade Sound and Its Properties Achievement Test and the Attitudes toward Technology Scale. Because the pre-test results did not meet the normality assumption; the Wilcoxon Signed Rank Test was used for within-group comparisons; and the Mann-Whitney U Test was applied for between-group comparisons. Findings revealed that both groups improved their academic achievement from pre-test to post-test; with the experimental group showing greater gains. Additionally; students in the experimental group demonstrated significantly more positive attitudes toward technology; while no meaningful change was observed in the control group. Strands Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies 616 Comparative Study of Traditional vs. CTCA 2.0 Approaches in a Multilingual Setting for Teaching Programming Blessing Chioma Nwabasa; Peter A. Okebukola; Adekunle I. Oladejo Lagos State University; Department of Science and Technology Education; Ojo; Lagos; Nigeria Abstract This study examined the comparative effects of the Culturo-Techno-Contextual Approach (CTCA) delivered in monolingual and multilingual instructional modes on junior secondary school students' achievement and attitude in programming in Lagos State; Nigeria. A mixed-methods; quasi-experimental design was employed; involving 102 Junior Secondary Two students assigned to two intact groups: CTCA monolingual (English only) and CTCA 2.0 multilingual (English–70%; Pidgin–20%; Gen Z expressions–10%). Given the absence of random assignment and the presence of multiple dependent variables; data were analyzed using analysis of covariance (ANCOVA). On achievement; the multilingual group (mean = 35.83) outperformed the monolingual group (mean = 30.46); F(1; 99) = 6.07; p = 0.02. No significant gender difference was found for achievement. For attitude; no significant difference emerged between instructional modes; although gender differences were observed; with males scoring higher than females [F(1; 99) = 0.01; p < .05]. Thematic analysis of interview data revealed that multilingual instruction; supported by culturally familiar examples; enhanced comprehension; engagement; and classroom participation. These findings highlight the value of integrating language diversity and cultural context in programming education to promote equitable learning outcomes in multilingual settings. Strands Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies 639 Impact of Three Multilingual CTCA 2.0 Modes on Student Outcomes in Challenging Biology Concepts Abdulwarith Adeniyi Anjorin ORCID iD; Peter A. Okebukola; Adekunle I. Oladejo Lagos State University; Ojo; Lagos; Lagos; Nigeria Abstract This study investigated the effectiveness of three instructional modes within the Culturo-Techno-Contextual Approach (CTCA 2.0) on senior secondary students' achievement; attitudes; and perceptions in two conceptually challenging biology topics: Genetics and Variation & Evolution. The modes examined were Monolingual Mode; Multilingual Mode A; and Multilingual Mode B. The study was anchored in Vygotsky's Sociocultural Theory (Vygotsky; 1978); Cognitive Load Theory (Sweller; 1988); Constructivist Learning Theory (Piaget; 1952); and the Okebukola Eco-Techno-Cultural Theory (Okebukola; 2024). A quasi-experimental; pretest–posttest; non-equivalent control group design was employed with 60 Senior Secondary Two (SS2) students from two public schools in Lagos State; Nigeria. Data were collected using a Biology Achievement Test (BAT); the Student Engagement and Feedback Questionnaire (SEFQ); and semi-structured interviews. Quantitative data were analyzed using ANCOVA and t-tests; while qualitative data were analyzed thematically. Findings revealed that both multilingual modes significantly improved student achievement and attitudes compared to the monolingual mode; with no significant gender differences. The study provides evidence that culturally and linguistically responsive pedagogies can enhance science learning outcomes in multilingual contexts. Strands Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies 384 Effect of Educational Digital Game-Supported Science Lessons on Middle School Students' Academic Achievement in Science Sakine Çiftaslan ORCID iD; Aslı Görgülü Arı ORCID iD Yıldız Technical University; Istanbul; Istanbul; Turkey Abstract In today's digital age; students' interest in digital games is increasing. In this study; the effect of teaching applications supported by educational digital games coded using the graphics-based programming language Scratch on the academic achievement of 7th grade students in the "Reproduction; Growth; and Development in Living Things" unit was examined. Within the scope of the Science course; during the four-week application process; lessons were taught to the experimental group using educational digital games; while the control group was taught using traditional methods. The sample of the study consisted of a total of 36 students enrolled in a middle school in the Fatih district of Istanbul during the 2023–2024 academic year. The lessons were conducted in line with the objectives of the Ministry of National Education's Science Teaching Program (2018); and educational digital games developed in addition to the curriculum were used in the experimental group. Quantitative data were collected using the "Reproduction; Growth; and Development Unit Achievement Test" developed by Aygün (2019). The data were analyzed using the Mann-Whitney U test in SPSS; the findings showed that the educational digital game-supported instruction applied in the experimental group significantly increased students' academic achievement. Strands Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies 49 Improving Students' Conceptual Understanding of Cell Division and CT through Unplugged CT Science Module Ceren Çem; Mustafa Sami Topçu ORCID iD Yıldız Technical University; İstanbul; Turkey Abstract Computational Thinking (CT); as an essential 21st century skill; has been increasingly involved in K-12 education. CT proposes a potential as being an effective cognitive tool in explaining complex processes in science such as cell division. The cell division topic comprises abstract and complex concepts; and sequential process that students have low level of conceptual understanding on this subject. Previous research on CT suggests that it is an effective approach to support students' understanding of complex scientific concepts and to enhance their science learning. Therefore; the present study aimed to improve 7th grade students' conceptual understanding of cell division and CT competencies through an unplugged CT integrated cell division module. This study is a qualitative study; utilizing concept and sequencing rubrics in assessing conceptual understanding; and algorithm concept rubric to assess CT competencies for the data analysis. The results of this study indicates that implementation of the module resulted in improvement of conceptual understanding on cell division and CT competencies. Thus; CT can be used as an effective cognitive tool not only for improving students' CT competencies but also for their conceptual understanding. This study contributes to progressing literature on CT integration and presents insights to science practitioners and researchers. Strands Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies