Applying TSOI hybrid learning model to enhance blended learning experience in science education

This paper discusses conceptual studies related to environmental programs for children or APEL program as one of the programs assumed to provide experiences in learning mathematics and science through the preservation of the natural environment. Nature essentially contains various materials that can be used as learning resources for students and one of them can be used in the APEL program. The APEL program is one of the programs in the development of After School Care services for grade 1 and 2 elementary school students. There are three subtopics that will be elaborated in this paper, including the nature of children’s environmental programs (APEL), types of activities in the APEL program, a general overview of mathematics and science learning for grade 1 and 2 elementary school students, as well as mathematics and science learning experiences. in the APEL program. This article is expected to help readers to find a more comprehensive view of alternative mathematics and science learning for grade 1 and 2 elementary school students that can be done not only in the classroom but also can be done through other interesting activities outside the classroom. The conclusion of the authors in this article refers to the importance of positive experiences in mathematics and science learning for students to support their understanding of the concepts of mathematics and science itself, one of which is through the introduction and preservation of the natural environment.

Research in science education has shown that one’s identities as science learner and teacher can mediate their pedagogical practices.Grounded in the perspec-tive that language is a resource for identity (re)construction (Gee, 2000), the present study sought to understand how preservice science teachers’ identities were manifested in their philosophies of science learning and teaching. Drawing on identity theory, we analyzed 76 essays (38 preservice teachers’sci-ence learning autobiographies and teaching philosophies) in terms of four dimensions of identity: nature, institution, discourse, and affinity. Our findings suggest that affinity identity plays an important role in shaping participants’ science learning experiences and teaching philosophy. Ways to enhance preservice teachers’ identities as science teachers and the relevance of adopting a discursive analytical approach to identity as a means of improving science teacher education programs are discussed.

The hybrid learning model, also called "mixed learning," is a way to move towards an efficient new normal. Hybrid learning includes both in-person and online meetings that are planned ahead of time so that learning goals can be communicated directly during face-to-face learning. So, the goal of this study was to look at how the hybrid learning model could be used as a way to get post-pandemic students interested in learning and improve their understanding when using full distance learning mode. This was a descriptive, qualitative study that used an open-ended survey method with a Google Form questionnaire that was sent out online through a WhatsApp social media group. There were 126 students from the 11th grade at a state senior high school in Denpasar who took part. The results showed that when the mixed learning method was used to get students interested in learning Indonesian, math, and religion, and when it was used in the learning process in class, the average learning outcomes changed for the better. This is because of a new way of learning called "hybrid learning," which makes it easier for students to catch up if they miss class for some reason. The distance to school saves a lot of time because they don't have to go every day. This can make students more interested in learning.

ABSTRAKCyberbullying dalam bahasa Sunda semakin marak di media sosial, dengan kasus seperti penghinaan fisik, body shaming, dan ancaman yang dapat berdampak negatif pada korban. Namun, deteksi otomatis masih menghadapi tantangan, terutama dalam keterbatasan dataset dan efektivitas metode pemrosesan bahasa alami. Penelitian ini bertujuan untuk mengembangkan sistem deteksi cyberbullying bahasa Sunda menggunakan gabungan model stemming dan hybrid learning. Peneliti menerapkan beberapa model machine learning yaitu random forest dan Support Vector Machine (SVM) serta model deep learning yaitu convolutional neural network-bidirectional long short-term memory (CNN-BiLSTM), CNN, dan BiLSTM. Peneliti melakukan eksperimen untuk mengevaluasi kinerja masing-masing model dengan mengukur akurasi dan F1-score. Berdasarkan hasil penelitian, model hybrid learning memperoleh kinerja terbaik dengan akurasi sebesar 97,3% dan F1-score sebesar 97%. Selain itu, waktu pelatihan pada CNN-BiLSTM lebih cepat dibandingkan dengan model lainnya yaitu sekitar 30 detik per epoch.Kata kunci: Bahasa Sunda, Cyberbullying, Hybrid LearningABSTRACTCyberbullying in the Sundanese language is becoming more common on social media, with cases like physical insults, body shaming, and threats that can seriously affect victims. However, detecting it automatically remains challenging, mainly due to limited datasets and the difficulty of processing the language effectively. This study aims to develop a Sundanese cyberbullying detection system using a combination of stemming and hybrid learning models. The researchers applied several machine learning models, namely random forest and Support Vector Machine (SVM), and deep learning models, namely convolutional neural network-bidirectional long short-term memory (CNN-BiLSTM), CNN, and BiLSTM. The researchers conducted experiments to evaluate the performance of each model by measuring the accuracy and F1-score. Based on the results, the hybrid learning model achieved the best performance, with an accuracy of 97.3% and an F1-score of 97%. Besides that, the training time on CNN-BiLSTM is faster than the others which is approximately 30 seconds per epoch.Keywords: Sundanese, Cyberbullying, Hybrid Learning

IntroductionPeople experiencing homelessness (PEH) have poorer health than housed people but face barriers accessing care and being involved in research. As an often‐ignored group, their contribution to help shape research that is for and about them is essential, as it can strengthen the research proposal, in turn facilitating research and outcomes that are relevant to this vulnerable group.MethodsSix people with experience of homelessness attended a PPI consultation aided by Pathway, a UK homeless peer advocacy charity, which coordinates an ‘Experts by Experience’ group. We present reflections on conducting PPI with PEH that informed the development of a physiotherapy research proposal. Kolb's Experiential Learning Cycle guided reflections across four stages: (1) describing the PPI experience; (2) reviewing and reflecting on the PPI experience; (3) learning from the PPI experience; and (4) planning and trying out learning.ResultsReflections highlighted the importance of: working closely with an advocacy organisation and leader to reach under‐served people; the diversity of experiences; using familiar venues, contingency and budget planning; flexibility and ‘allowing time; talking less; listening more’; planning for early and ongoing PPI, and the potential of mobile ‘one‐off’ PPI outreach models to reach vulnerable groups.ConclusionKolb's Experiential Learning Cycle aided team reflection on feedback from PEH, which helped refine and strengthen a physiotherapy research proposal. The project was unfunded. However, a reflective model helped maximize learning and impact including for future PPI and research. The novel application of Kolb's Experiential Learning Cycle provided structure, facilitated reflection and enhanced individual and collective learning and may benefit capturing learning from PPI with other vulnerable populations.Patient or Public ContributionWe highlight how a PPI consultation with people with experience of homelessness helped shape a funding proposal. Additionally, the reflections of the experts by experience team leader are included.

The current research aimed to assess the effectiveness of hybrid learning supported by Microsoft Teams on the academic achievement and perceptions of 21st-century self-efficacy skills among students enrolled in the Introduction to Education course at [Anonymized]. To enhance reliability, a mixed-method approach was employed, enabling opinions to be collectedfrom both experimental and control groups. A total of 36 prospective teachers participated in the study during the 2021-2022 academic year over 12-week period. While content analysis was used to analyze qualitative data, the t-test was used to analyze quantitative data. As a result of the research, no significant differences were obtained regarding the perceptions of academic success and 21st-century self-efficacy skills between the two groups. Furthermore, a majority of students in the experimental group reported a moderate impact on academic achievement and expressed a moderate level of satisfaction with the hybrid learning model. However, the hybrid learning model was not the preferred choice among the participants as it did not fully address their educational needs. Conversely, the study confirmed the effectiveness of the traditional teaching method in promoting academic achievement in the control group. This also highlights the importance of addressing students' educational needs when implementing such models. Finally, the results will contribute to the body of knowledge in this field and offer potential directions for future research.

Engaging school children early in STEM activities plays an important role in their choice to study engineering in later years. This paper describes a pilot project where Remote Access Laboratory technology at a university is employed in an inquiry-based learning activity with elementary school children in Japan and Australia. Investigation into how RAL technology facilitated collaborative learning in the K-12 demographic was then examined. Children in Japan designed a track that was constructed by their peers in Australia. The Japanese students then navigated the track in Australia with remotely controlled robots using the RAL system. A number of camera feeds allowed the students to observe the robots and the track. Both groups of students, as well as the participant researchers, took part in co-constructed focus group discussions after the event. A thematic analysis indicates that these activities provide students with opportunities for rich learning experiences in science, math and technology. Engaging young children in STEM activities provides a strong pathway to a better understanding of science concepts and ultimately a career in engineering.

In this new normal era, the government has implemented new normal policies in various lines including education. This situation requires school community to adapt to this new normal era by complying with the health protocols set by the government. The lecturers as the main learning facilitator have very crucial role in forming new habits for students. Lecturers must be able to adapt in learning activities from the planning to its evaluation. Learning innovations and the usage of suitable and diverse media for learning significantly hold up enhancing the educational quality in the new normal era. One of the appropriate learning model solutions as a way to adapt in the new normal era is by applying hybrid learning in the Intensive English class. Hybrid learning model is a learning type which mixes face-to face and online by utilizing technological sophistication. This study aimed to explain hybrid as a form of learning solution on intensive English Program at Stikes Banyuwangi as an adaptation form to face the new normal era. The results of study indicated that hybrid learning make students easier in practicing the conversation during Intensive English class and can improve their learning outcomes and scores, especially in their speaking. 71.7% students stated that hybrid learning increase effectiveness, efficiency and their attractiveness, so it is quite effective to be applied. Then 85 students (81.8%) prefer hybrid learning than full online learning or totally face to face learning.

This study was motivated by the low levels of student engagement and higher-order thinking skills (HOTS) observed in a preliminary investigation at State High School 1 Talaga, exacerbated by limited laboratory resources that hindered effective learning. The research aimed to explore the effect of a Problem-Based Hybrid Learning (Pro-BHL) model, supported by OLabs (Online Laboratory), on improving students' HOTS, specifically in the topics of heat and heat transfer. A quasi-experimental design with a posttest-only control group was implemented, involving 244 students from 7 classes. Through purposive sampling, the study selected class XI MIPA 3 as the experimental group and XI MIPA 2 as the control group. HOTS was measured via an essay-based posttest, addressing analysis (C4), evaluation (C5), and creation (C6) indicators. The results, analyzed using a t-test at a significance level of α = 0.05, revealed a statistically significant improvement in the experimental group’s HOTS (tcount = 6.65 > ttable = 1.67), rejecting the null hypothesis and confirming the effectiveness of the Pro-BHL model supported by OLabs. The findings indicate that this hybrid learning model significantly enhanced students' higher-order thinking skills in the studied topics. The research highlights the potential of integrating technology like OLabs into problem-based learning frameworks, providing a scalable solution to overcome practical limitations in science education. Future research could explore integrating other virtual laboratory platforms and extending the model to different learning environments.

Context: Justice-centered science education has come about as a means to challenge the often ahistorical and acultural nature of traditional science teaching and learning to address the social, political, and scientific ways science can be used to (re)produce, but also address, (in)justice. Despite these efforts, the complex emotional, physical, and moral dimensions of engaging in justice-centered practices are under-conceptualized, especially for youth living in areas historically and contemporarily affected by social, political, and environmental change. More specifically, there remains one injustice that has gone largely unexplored in the science education literature: trauma. Purpose of Study: When we consider the historic and contemporary racist paradigms of the scientific discipline and how that has bled into science teaching and learning, coupled with rates of multiple, intersecting forms of trauma—including those that are the result of science and schooling—the need for trauma-informed science learning becomes abundantly evident. In this conceptual article, we present a framework for trauma-informed science (TIS) as a critical pedagogical approach that builds upon and extends trauma-informed and justice-centered science literature to situate trauma, healing and well-being as an integral part of justice. We argue that this framework can support educators in constructing science learning experiences that center the healing and well-being of their students as a practice of justice. Research Design: We use the cell, the most basic unit of life, and its organelles, each of which performs a specialized function, as metaphors to conceptualize TIS as a foundational building block of justice-centered science. Just as a cell could not survive without all its organelles working together, the principles of TIS work in conjunction to help teachers reimagine the political and pedagogical ways in which they approach justice-centered science teaching. TIS is made up of six principles: (1) engage in justice-centered science practice; (2) focus on the role of race, racism, and other systems of domination; (3) center love as praxis and protection; (4) ground learning in safety, dignity, and belonging; (5) attune to emotionality and embodiment; and (6) situate healing as an active and ongoing process Conclusion: Because of the historical and contemporary ways that science, scientific enterprise, and science education have been used to perpetrate and justify trauma, coupled with rising rates of childhood trauma, there is a moral and pedagogical imperative that makes science education a ripe place to address trauma and center healing. We offer TIS not as a simple instructional shift or a pedagogical add-on, but as a fundamentally different pedagogical, epistemological, and political approach to the practice of justice-centered science teaching to support life-giving and life-affirming science learning experiences. Ultimately, we argue that we cannot say we are working toward justice-centered science education and classrooms if we remain unwilling to center the healing and well-being of students, families, and communities.

The rise of hybrid and blended learning models has transformed educational practices, combining the strengths of in-person and online learning. This review explores recent innovations, challenges, and future directions in these models. Technological advancements such as artificial intelligence (AI), adaptive learning platforms, and virtual reality (VR) are reshaping the delivery of hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations. Pedagogical shifts, including flipped classrooms and competency-based education, are becoming central to hybrid learning environments, emphasizing student-centered approaches and maximizing active engagement. The integration of microlearning and modular course design further enhances flexibility, catering to diverse learning styles and paces. Despite these innovations, significant challenges remain. Issues of equity and access persist, with underprivileged students facing barriers due to lack of internet connectivity and digital resources. Additionally, instructors face increased workloads and must adapt to new technologies, often requiring further training to manage hybrid classrooms effectively. Maintaining student engagement, particularly in asynchronous settings, also presents difficulties. The review highlights best practices, such as the use of interactive learning strategies, continuous assessment, and offering flexible learning paths to support student success in hybrid settings. Looking forward, the future of hybrid and blended learning points towards greater personalization through AI, enhanced sustainability by reducing the reliance on physical infrastructure, and the integration of immersive technologies like augmented and virtual reality. These advancements hold the potential to revolutionize hybrid learning, making education more accessible, engaging, and adaptable to a variety of learning environments.

This review examines the didactic use of nature experiences in science education, in primary and secondary school (7–16 years) globally. From the perspective of embodied cognition the review explores the types of nature experiences used in science teaching. Focus is on returns when we invest in nature-based science learning, such as specific academic achievements in the form of long-term effects on learning and memory and how we maximize those returns. The review also addresses challenges and barriers, such as costs and labour involved when using nature experiences in science teaching. Initially, 3,659 articles were selected, with the initial screening leading to the inclusion of 159 studies. Of these articles, 34 studies forming the corpus in this review investigated the effect of using nature experiences as an intervention. These studies are divided into four themes: content understanding, environmental education, teaching scientific methods, and costs and challenges to teaching science outdoors. Informed by the perspective of embodied cognition, the review addresses the returns in terms of learning and academic achievements, the mode of action of the intervention, the investment, costs in the form of labour, challenges, and gaps in the theoretical underpinning of the field. Based on the review, using nature experiences in science education seems promising regarding increasing content knowledge, insight into science methodologies and pro-environmental behaviours. Interventions exploiting the schoolyard, school gardens, or nearby park areas are particularly promising due to the simultaneous strengthening of local engagement at low costs. However, using nature experiences as an alternative to traditional in-class teaching depends on profound didactic deliberations and preparations, which are difficult for the individual teacher to address single-handedly. The review also reveals an urgent need for research that thoroughly explores the connections between teaching practices and theoretical foundations to consolidate the field. To that end, it is noteworthy that a few studies also reported on prior pilot studies demonstrating the need for testing the entire design before conducting the actual research. Teachers seldom experience the opportunity to preview their teaching strategies before performing in front of their students.

With the continuous improvement of the new curriculum improvement process in China, the hybrid learning model has been applied to the teaching field to achieve better application results. This article will briefly explain the basic concepts of mixed learning, combined with the hybrid learning process, design and apply the mixed learning model for management secretarial practice teaching, and find that satisfactory results have significantly improved the quality of students' learning.

In this article, I draw mainly on an analysis of my research experiences in science and higher education. My aim is to construct a conceptual argument that will help explain some of the evident complexity of the higher education field and inform future developments. I propose that the study of higher education is an open-access discipline with the prime purpose of providing a service for higher education itself. Such an argument acknowledges the diversity of people who contribute to this research and how the discipline is developed. To help explain these ideas, I borrow from the scientific concept of Ecosystem Services as a field theory for higher education that envisages a knowledge service for a unified project concerned with research that informs and enhances the complete range of services required of our higher education institutions.

Dedicated science learning spaces such as science museums, science cafes, or science media attract mostly those who seek out science learning experiences. This self-selection represents a major challenge for broadening participation in informal science learning (ISL). In this study, we examine an approach to ISL that aims at reaching audiences who may not ordinarily engage with science. Termed Guerilla Science, this approach blends elements of access, by removing barriers to participation by embedding science into unexpected places, with those of inclusion, by designing activities that speak to the learning identities of participants. Our research investigated whether such ISL experience are indeed able to attract and engage ‘new’ audiences. In this study, Guerilla Science events were featured at the Oregon Eclipse Festival, a large multi-day music and arts festival. We conducted a multi-method study that included participants of the Oregon Eclipse Festival who engaged with Guerilla Science events, and those who did not, with a focus of understanding whether these two groups were different in key characteristics associated with their interest in, and engagement with science. The full range of festival goers, from those with little connection and interest in science to science enthusiasts, who participated in Guerilla Science, were similar to festival goers overall, indicating the effectiveness of the approach for engaging adults from beyond the science choir. Providing access points to science engagement within non-science cultural contexts and designing the science experiences to align with cultural identity of the audience represents an evidence-based practice for broadening participation.