/library/oar/handle/123456789/104093 Special Issue: Sciences in Education 2025-11-11T16:58:13Z /library/oar/handle/123456789/99515 Title: The flipped chemistry classroom : a case study with year 9 students Authors: Schembri, Graziella Abstract: This case study was conducted amongst fifteen Year 9 Chemistry students attending a co-ed state senior school in Malta. It set out to explore how the chemistry topic ‘Nature of Matter, Atomic Structure and Chemical Bonding’, which tends to be challenging for students due to the abstract concepts involved, can be taught using the flipped learning technique. Students’ views regarding this approach were also sought. Special attention was given to their engagement, motivation and learning. Data were collected through various sources including teacher observations, students’ reflective diaries and a focus group. Findings indicate that although the students were mostly teacher dependent, they liked the new technique. This was mostly due to the fact that this approach helped them feel more prepared when attending a lesson, they were able to learn at their own pace and the technological aspect of it made it more enjoyable. The flipped learning technique was found to be advantageous since it frees up classroom time from the passing on of factual information such that more student-centred activities and student-teacher interaction could take place. 2022-06-01T00:00:00Z /library/oar/handle/123456789/99458 Title: Sciences in education [editorial] Abstract: Over the years science education has undergone various changes in what Pea and Collins (2008) describe as waves of reforms. Our vision of what science education should be like and what it should achieve has changed. The aims of science education have shifted, from a focus on knowledge of scientific content that students needed to acquire to an emphasis on acquiring scientific literacy and various skills. Science education is expected to motivate learners to learn and to prepare them to “participate actively and responsibly in, with and for society, successfully throughout their lives” (Hazelkorn, 2015 p. 7) and for making decisions in an increasingly complex scientific and technological world. This entails competences related to scientific thinking, evidence-based reasoning, analytical thinking and critical thinking, among others. At the same time science education is expected to inspire and prepare students for further study of science at higher levels. In any reform in education, teachers are the key players implementing the reform. The assessed curricula, time factors and personal knowledge, beliefs and experiences are some of the factors that influence whether teachers will successfully implement the reform or whether they will continue practices that do not match the current needs and aims. Renewal of science education requires scrutiny of assessment practices, transformation of teacher practices and provision of continuing professional development opportunities for teachers to ensure up-to-date knowledge and skills (Osborne & Dillon, 2008). [excerpt] 2022-06-01T00:00:00Z /library/oar/handle/123456789/99456 Title: Crossing boundaries revisited : strategies used by science teachers when teaching outside specialism Authors: Mizzi, Doreen Abstract: Science teachers in Malta generally have a degree-level qualification in one science subject. Yet, they have to teach physics, chemistry and biology as part of the science curriculum in the first two years of secondary school. Teaching outside specialism, that is teaching a subject that was not studied at degree level or Advanced level, can be challenging because teachers need to learn new content knowledge and develop strategies to teach an unfamiliar area. A qualitative case study was carried out to investigate how a group of science teachers approach the teaching of chemistry as their non-specialist area. Data were gathered through semi- structured interviews. Building on a preliminary study, published in vol.13 no.1 of the Malta Review of Educational Research (Mizzi, 2019a), this paper focuses on how teachers negotiate subject boundaries in dealing with the challenges that arise when planning and teaching chemistry topics. The outcomes of this study demonstrate that teachers either make use of enabling or coping strategies when teaching chemistry and, at times, shift between these two ends of the continuum. The findings show that the strategies adopted are dependent on the teachers’ knowledge base, their teaching experience and on their confidence and willingness to expand their own teaching identity. Moreover, particular strategies enabled them to cross boundaries and feel competent at their non-specialist area. 2022-06-01T00:00:00Z /library/oar/handle/123456789/99455 Title: Breaking barriers : supporting Maltese chemistry teachers through a teacher learning community Authors: Baldacchino, Katryna; Farrugia, Josette Abstract: Student-centred approaches have been associated with deeper learning and improved interest in science. The chemistry curriculum and the pedagogies used in the chemistry classroom in Malta and other countries are often traditional and emphasise content delivery. This exploratory study focused on the way teachers learn and how they approach and feel about making changes to their teaching towards a more student-centred approach. A teacher learning community of four chemistry teachers was formed. Focus groups and reflective journals were used to generate data. Results show how teachers appraise the nature and content of different kinds of professional development sessions and how the community helped teachers with different epistemological beliefs to move along the teacher-centred to student-centred continuum. 2022-06-01T00:00:00Z