Multi-Strand Stand-Alone Paper Set 1

561 Research on social regulation learning in collaborative socioscientific issues argumentation
Yong Xie, Yangchunxiao Wang, Xingda Li, Shuhao Yang, Yonghe Zheng
Strand 2: Science Learning: Contexts, Characteristics and Interactions

Collaborative socioscientific issues argumentation (CSSIA) plays an important role in improving students' scientific literacy, but students often fail to achieve good outcome in CSSIA. In this study, two students with opposite positions on socioscientific issues were asked to conduct collaborative argumentation. The process of CSSIA was analyzed from the perspective of social regulation learning, and the differences between the high quality group and the low quality group in collaborative social science issues argumentation were compared. The findings suggest that high quantity groups in CSSIA tend to be more rational in evaluating evidence and reasoning from diverse perspectives and can maintain a constructive argumentative atmosphere with peers holding different viewpoints. These insights offer practical guidance for researchers in designing effective scaffolding for CSSIA

824 Supporting the Development of Scientific Arguments about Ecosystems Responses to Disturbances
Kaya Easley, Steven McGee, M. Britt, Amanda Durik, Randi McGee-Tekula
Strand 1: Science Learning: Development of student understanding

Understanding the dynamics of complex systems is essential for scientific decision making, yet complex systems is not generally taught in school. In addition, it is challenging for students to develop scientific arguments. The level of challenge significantly increases when students develop scientific arguments about complex systems. This 3-year research study focuses on the development of two curriculum units on disturbance ecology and the extent to which the units support the development of scientific arguments about the impact of disturbances on ecosystems. The units were implemented in 6th, 7th, and 8th grade. An assessment based on a learning progression of interdependent relationships in ecosystems was administered as a pretest and posttest. Final essays were collected and scored using a scientific argumentation learning progression. The results showed that students significantly increased performance on the assessment from pretest to posttest. The analysis of the final scientific argument showed that most students can develop a valid claim but struggled to provide both necessary and sufficient evidence. The quality of the final scientific argument correlated with posttest performance, after controlling for pretest performance. These results suggest there is a link between the practice of scientific argumentation and the development of system thinking.

598 Exploring Metaphorical Differences and Language Switching in Multilingual Students' Translanguaging: A Study on Heat Transfer
Rajashri Priyadarshini, Chandan Dasgupta, Sahana Murthy
Strand 1: Science Learning: Development of student understanding

This study explores how multilingual students use metaphorical language and translanguaging to conceptualize abstract scientific concepts, particularly in the context of heat transfer. Drawing on Conceptual Metaphor Theory (CMT) by Lakoff and Johnson, the research examines the role of metaphors rooted in concrete experiences in shaping students' scientific reasoning. While previous research highlights the importance of conceptual metaphors (CMs) in science education, this study addresses the need to understand how metaphorical variations across languages impact students' learning. The findings reveal that students' use of metaphors in Marathi, Hindi, and English reflects diverse cultural understandings of scientific ideas. Additionally, the study showed how translanguaging using three languages allowed students to draw on a richer set of linguistic resources, previously studied with largely bilingual students. These insights suggest that encouraging culturally relevant metaphors and supporting translanguaging practices can lead to more inclusive and effective science education in multilingual contexts. The study reiterates the importance of developing educational strategies that recognize linguistic and cultural diversity, ultimately improving communication and understanding of complex scientific concepts.

280 Enhancing students’ achievement in software development cycle through a cultural, technological and contextual pedagogy
Henry Okorie, Uchenna Ugwuoke, Peter Okebukola, Rasheed Sanni, Abdurrazaq Olawale
Strand 1: Science Learning: Development of student understanding

As the global emphasis on software development increases, the need for innovative educational methods to address persistent learning challenges become urgent. In Nigeria, many ICT students struggle with the software development cycle, partly due to outdated teaching strategies. Students’ diverse cultural backgrounds, technological access and contextual needs are not accounted for when educators use traditional methods, leading to suboptimal learning outcomes. This study investigates the effectiveness of a cultural, technological and contextual pedagogy in improving students' achievement in software development cycle. A quasi-experimental design was adopted for the study, 126 senior secondary 2 ICT students drawn from intact classes of two senior secondary schools in Lagos State, Nigeria. The experimental group engaged with the Culturo-Techno-Contextual Approach (CTCA), while the control group experienced traditional lectures. Both groups took a pretest before treatment and posttest at the end of the treatment phase. The ANCOVA output demonstrated a statistically significant difference in the achievement [F (1,126) = 172.13; p < .05]. The results underscore the effectiveness of a culturally and contextually responsive teaching methods in boosting achievement. The research concluded in alliance with numerous previous studies that having cultural integration learning approach proved more productive than those without culture factors taken into cognizance.

460 Efficacy of Learning Management Systems in Cybersecurity Education in an ODeL Environment in Ghana
Felicia Nkrumah, Peter Okebukola, Oluwatoyin Enikuomehin, Emmanuel Ekwam, Adekunle Oladejo
Strand 12: Technology for Teaching, Learning, and Research

In the context of cybersecurity education, the integration of Learning Management System (LMS) and virtual labs allow students to gain hands-on experience which is crucial for skill acquisition. Despite this benefit, implementing Open Distance and e-Learning (ODeL) in the Global South faces challenges, which tends to impact the effectiveness of such Systems. This study explores the impact of an Author App Learning Management System (LMS) on student’ achievements in and attitudes towards cybersecurity risk management in an ODeL environment. The study compared the pretest and posttest performance and attitudes of students in an experimental group using the LMS and a control group receiving traditional lecture-based instruction. Utilizing a sample of undergraduate students enrolled in a cybersecurity risk management course, the study employed quantitative methods to analyze the differences in outcomes between the two groups. The findings revealed a statistically significant improvement in the achievement of students taught using the Author App platform compared to those in the lecture group (F (1, 64) = 13.57; p < 0.001). Additionally, there was a significant positive shift in the attitudes of students towards learning when using the LMS compared to the traditional method (F (1, 63) = 4.19; p < 0.045).

310 Middle school students’ climate literacy and climate change awareness: Validation of two instruments
Nilay Ozturk, Osman Aksit, Nazmiye Ertugrul, Ayse Gul Celenk, Naz Fulya Cibik, Zeynep Aydin, Yasemin Ozdem-Yilmaz, Gaye Defne Ceyhan
Strand 14: Environmental Education and Sustainability

This study aims to validate two climate change instruments in the Turkish context and examine the profile of a large group of middle school students’ climate change awareness and climate literacy. A pilot study with 215 students and a main study with 1516 students enrolled in 19 middle schools were conducted. Winsteps 5.7.3 and SPSS 25 were used for data analysis. Climate Literacy Survey (CLS), which was first developed and validated by Quarderer and Fulmer (2019) and used in a larger group of students by Quarderer et al. (2021). Climate Change Awareness Questionnaire (CCAQ) was developed by Kuthe et al. (2019) and used for 13-16 year-old students in German and Austrian contexts. Rasch analysis showed that the translated version of the CLS and the revised version of CCAQ are valid and reliable for measuring middle school students’ climate literacy and climate change awareness. Descriptive results showed that students’ both climate literacy and climate change awareness were on a moderate level, which is far from a robust and informed level of overall literacy, understanding, and awareness. Students’ scores on the awareness subscales were also moderate, with a comparably larger mean score for personal concern and a smaller mean score for action.