Open research questions in Education, Safety, and Science Studies

What the literature leaves open

• The 'attitude and values' (態度・価値) scale showed only an upward trend without statistical significance (p = .045 > .0125), indicating limited quantitative validation of this important dimension despite qualitative evidence.

  A Case Study on Leadership-Oriented Actions of Elementary Students in Science Classes: The Impact of Supportive Interactions on Learning Progress and Deepening of Thinking · 2026 · DOI

• Implementing inclusive education, - Engaging students with special educational needs, - Applying UDL to science classes

  The effect of UDL-based science instruction on the classroom engagement of students with special educational needs in an inclusive classroom – focusing on the `properties of sound' unit - · 2026 · DOI

• The need for effective approaches to inclusive education, - The lack of studies on the effect of UDL-based science instruction on students with special educational needs

  The effect of UDL-based science instruction on the classroom engagement of students with special educational needs in an inclusive classroom – focusing on the `properties of sound' unit - · 2026 · DOI

• There is a lack of localized action plans derived from learners' perceptions and experiences regarding inquiry-based science instruction. Limited research has examined how Filipino learners perceive inquiry learning models.

  Learning Models of Inquiry Towards Development on Science Process Skills: Basis for Proposed Action Plan · 2026 · DOI

• The need for an inclusive, future-facing science curriculum in Aotearoa New Zealand. The lack of clear guidance on the purpose of science education and important outcomes for science education.

  A Vision for Science Education in Aotearoa New Zealand: Discussions from a National Summit · 2026 · DOI

• These recommendations provide a roadmap for structuring out-of-school learning in science education processes in a more effective, sustainable, and student-centered manner. in-service First, comprehensive training programs should be organized for teachers to enable more effective use of out-of-school learning environments. These trainings should develop teachers’ knowledge and skills in planning pre-trip preparation, during-trip activities, and post-trip evaluation processes. Thus, out-of-school activities can transform from merely experiential activities into structured learning processes that reinforce students’ scientific process skills. Second, cooperation and communication channels between teachers and school principals should be strengthened. Findings show that teachers focus on the process, while school principals focus on the outcomes. These different perspectives can lead to implementation gaps when not integrated towards common goals. Through regular coordination meetings and joint planning efforts, both a process- and outcome-oriented approach can be implemented. Thirdly, the development of social skills should be incorporated into the planning process of out-of-school learning environments. Findings indicate that communication and collaboration skills have improved, but social awareness skills remain limited. Therefore, when designing activities, there should be a focus on activities that enable students to understand social norms, recognize social cues, and develop empathy. Thus, not only academic but also emotional and social development can be achieved in a holistic manner. Fourth, the assessment process should be diversified to include both process- and product-based methods. Teachers’ observation forms and question-and-answer methods alone are not sufficient, nor are school principals’ product-focused approaches such as presentations and exhibitions. Mixed assessment models should be developed to monitor students’ learning outcomes in a healthier and fairer way. In this regard, alternative measurement techniques (portfolio, self-assessment, peer assessment, etc.) should also be promoted. Finally, the Ministry of National Education and relevant institutions should develop policies and support mechanisms that encourage the use of out-of-school learning environments. Providing financial support, preparing SIEF, Vol.33, No.1, 2026 5288 Türkmen & Dede Yemişci. (Türkiye). Science Education in Out-of-School Learning Environments. guidelines on safety and legislation, and facilitating transportation and organizational processes are this context. In addition, important curriculum-level adjustments should be made to permanently integrate out- of-school learning into the education system. Thus, these environments can become a sustainable and effective learning tool in science education. in Although this study provides valuable insights into how science teachers and school principals conceptualize and implement out-of-school learning environments, it is essential to acknowledge several methodological limitations to accurately frame the scope and transferability of the findings. First, the study was conducted with a relatively small sample size and relied on convenience sampling, which reduces the diversity of participant characteristics and limits the generalizability of the results beyond the immediate research context. Additionally, the exclusive use of semi- structured interviews means that the findings are based solely on participants’ subjective self-reports rather than triangulated with observational or documentary evidence. This reliance on self-perception may have introduced response bias, particularly given that participants were asked to evaluate their own planning competencies, regulatory knowledge, and pedagogical practices. These limitations suggest that future research should employ more rigorous sampling procedures, include larger and more heterogeneous participant groups, and incorporate mixed-method or longitudinal designs that integrate multiple data sources—such as field observations, student learning artifacts, follow-up interviews, or structured assessment measures. Such methodological expansions would not only strengthen the empirical robustness of the findings but also provide a more comprehensive and theoretically grounded understanding of how out-of-school learning environments influence science teaching, learning outcomes, and school- level implementation processes.

  Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · 2026 · DOI

• evidence-based and offering In line with the literature gaps identified in the Introduction, the purpose of this study is to examine how science teachers and school principals conceptualize, plan, implement, and evaluate out-of-school learning environments within the context of science education. Although numerous studies highlight the cognitive, affective, and motivational benefits of out-of-school learning for students, limited attention has been given to the perspectives of teachers and school principals, who play a central role in the planning, approval, and execution of such activities. Therefore, this study aims to provide a comprehensive understanding of the pedagogical and administrative factors that shape the integration of out-of-school learning environments into science teaching practices. Based on this purpose, the study seeks to address the following research questions: 1. How do science teachers and school principals conceptualize out-of- school learning and out-of-school learning environments within the context of science education? SIEF, Vol.33, No.1, 2026 5272 Türkmen & Dede Yemişci. (Türkiye). Science Education in Out-of-School Learning Environments. 2. How do science teachers and school principals plan and implement out- of-school learning activities across the pre-trip, during-trip, and post-trip phases? 3. From the perspectives of teachers and school principals, what are the perceived contributions of out-of-school learning environments to students’ cognitive, affective, and social development? 4. What challenges, barriers, and regulatory or organizational factors do teachers and school principals encounter when conducting or approving out-of-school learning activities? 5. How do science teachers and school principals assess student learning and engagement in out-of-school learning environments, and what types of evaluation practices do they prioritize? These research questions were designed to align with the conceptual framework presented in the Introduction and to address critical gaps in previous studies, particularly regarding educator perspectives, administrative processes, and the pedagogical integration of out-of-school learning environments into science education.

  Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · 2026 · DOI

• The struggle of Filipino students in scientific literacy. The need to address global challenges in scientific literacy. The importance of developing engagement-driven instructional strategies.

  Student Attitude and Engagement Toward Science As Predictor of Global Scientific Literacy · 2026 · DOI

• The gap in scientific literacy between Filipino students and the global average. The need to investigate the factors influencing the scientific literacy of future educators.

  Student Attitude and Engagement Toward Science As Predictor of Global Scientific Literacy · 2026 · DOI

• Based on the findings, educators should consider enhancing peer collaboration by incorporating structured roles and responsibilities within group work to ensure active participation from all students. Moreover, educators should also incorporate the system to support diverse student preferences by offering multiple collaboration formats (e.g., structured peer tutoring, mixed-ability groups) to accommodate different learning styles. In this study, groups comprised of mixed genders were involved in peer collaboration and therefore the effectiveness of single gender peer collaboration could not be studied. Therefore, this study recommends future studies to focus on gender-based peer collaboration and its potential to enhance science learning. Author contributions: The author solely conceived, designed, conducted, and wrote the manuscript. The author agreed with the results and conclusions. Funding: This research was funded by the Sherig Endowment Fund, granted by the Ministry of Education and Skills Development, Bhutan. Ethical statement: The study was conducted in accordance with the ethical standards of the Ministry of Education and Skills Development, Bhutan. Informed consent was obtained from all participants involved in the study. AI statement: AI tools were used solely for language editing and proofreading. The author takes full responsibility for the content and interpretation of the manuscript. 34 Article | Gyeltshen (2025) Trends in Educational Research, 1(1), 21-40 Data Sharing Statement: The data supporting the findings of this study are available from the author upon reasonable request.

  The Impact of Peer Collaboration on Grade IX Students’ Science Achievement · 2026 · DOI

• Although results provide somewhat conflicting findings of statistical significance with small to moderate effect sizes, outcomes provide initial evidence that leading with STEAM science instruction before STEM efforts can be beneficial to early readers, and for EB students this benefit is magnified.

  Sometimes Finding Nothing is Something: Shrinking the Gap between Emerging Bilingual Learners and English Fluent Students (Case in Point) · 2022 · DOI

• The existing literature base is then positioned in relation to recent recommendations for visitor studies research on informal science learning overall, to provide suggestions for expanding current practices to include new methods that have the potential to support continued learning and fill key gaps in the literature.

  Looking Back to Think Ahead: Reflections on Science Festival Evaluation and Research · 2020 · DOI

• There is a need to understand the culture and life of secondary-school science classes. There is a lack of research on teacher management and student engagement in high school science.

  Teacher management and student engagement in high school science · 1987 · DOI

• The challenge of recognizing the needs and aspirations of all children in a pluralistic society. The challenge of addressing multicultural education in initial teacher training. The challenge of developing effective strategies for teaching science in a multicultural context.

  Multicultural Education in the Initial Training of Science Teachers · 1987 · DOI

• Further research could investigate the impact of multicultural education on pupil outcomes. The development of more effective strategies for addressing multicultural education in initial teacher training could be explored.

  Multicultural Education in the Initial Training of Science Teachers · 1987 · DOI

• The literature on pupils' construction of meaning has tended to ignore social influences. There is a need to explore the social influences on pupils' understanding of science.

  Social Influences on the Construction of Pupils' Understanding of Science · 1987 · DOI

• Cultural differences between students and teachers may exist in the presuppositions of ontology and epistemology - Cultural differences between students and teachers may exist in the presuppositions about what is proper in social relations between leaders and followers, experts and novices

  Culture difference and science education · 1986 · DOI

• The paper identifies a gap in the understanding of the importance of science courses - The paper highlights the need for developing scientific skills and values

  Why Study Science?: An Interview with Science Activities Executive Editor Joseph D. Exline · 1986 · DOI

• There is a need for criteria for excellence in middle/junior high school science teaching. The current state of science education is not satisfactory.

  Excellence in School Science · 1986 · DOI

• The study identifies the challenge of low enrolment in science and science related courses in universities. The study highlights the challenge of lack of guidance at school-level about subject combinations.

  Secondary School Students' Attitudes Towards Science · 1986 · DOI

• The study identifies a gap in understanding the factors influencing students' attitudes towards science. The study aims to investigate the attitudes of secondary school students towards science in Nigeria.

  Secondary School Students' Attitudes Towards Science · 1986 · DOI

• The lack of adaptation of science programmes to the local context and environment. The inadequate training and support provided to teachers to teach the programme.

  Integrated Science in the Seychelles: an evaluation · 1986 · DOI

• Discipline and behavior problems among disadvantaged students. Lack of early college tracking and precolligate training for disadvantaged students. Limited opportunities for disadvantaged students to acquire higher order mathematics and verbal skills.

  Increasing science achievement in disadvantaged students · 1985 · DOI

• The lack of specific strategies to increase science participation among disadvantaged students. The need for more research on the factors that affect science achievement among disadvantaged students.

  Increasing science achievement in disadvantaged students · 1985 · DOI

• The paper identifies a gap in the analysis of science education development. The study highlights the need for further analysis of the relationship between science education and the philosophy of science.

  Science Education and Philosophy of Science Twenty‐Five Years of Mutually Exclusive Development · 1985 · DOI

Most-cited papers in Education, Safety, and Science Studies

• Attitudes towards science: A review of the literature and its implications · International Journal of Science Education · 2003 · 1,951 citations
• How literacy in its fundamental sense is central to scientific literacy · Science Education · 2003 · 849 citations
• Global Patterns in Students’ Views of Science and Interest in Science · Research in Science Education · 2014 · 603 citations
• Research on Interest in Science: Theories, methods, and findings · International Journal of Science Education · 2011 · 593 citations
• Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform · Journal of Research in Science Teaching · 2000 · 512 citations
• Scientific literacy: A conceptual overview · Science Education · 2000 · 343 citations
• Attitudes to Science : A Review · Studies in Science Education · 1975 · 339 citations
• Science for All, Including Students From Non-English-Language Backgrounds · Educational Researcher · 1998 · 308 citations
• The Nature of Science Education for Enhancing Scientific Literacy · International Journal of Science Education · 2007 · 292 citations
• A summary of major influences on attitude toward and achievement in science among adolescent students · Science Education · 1990 · 277 citations

Most recent work

• Secondary teachers’ perceptions on the introduction of the high school credit system · Cogent Education · 2026
• A Case Study on Leadership-Oriented Actions of Elementary Students in Science Classes: The Impact of Supportive Interactions on Learning Progress and Deepening of Thinking · Journal of Research in Science Education · 2026
• The effect of UDL-based science instruction on the classroom engagement of students with special educational needs in an inclusive classroom – focusing on the `properties of sound' unit - · New Physics: Sae Mulli · 2026
• Learning Models of Inquiry Towards Development on Science Process Skills: Basis for Proposed Action Plan · International Journal of Sustainability and Advanced Integrated Research · 2026
• A Vision for Science Education in Aotearoa New Zealand: Discussions from a National Summit · New Zealand Journal of Educational Studies · 2026
• Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London: a tribute and appreciation · Assessment in Education Principles Policy and Practice · 2026
• Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · Science Insights Education Frontiers · 2026
• Student Attitude and Engagement Toward Science As Predictor of Global Scientific Literacy · International Journal For Multidisciplinary Research · 2026
• Analysis of Factors Influencing Employee Safety Awareness for Strengthening Fire Safety in Nursing Facilities · Korean Society of Hazard Mitigation · 2026
• Status and Perception Analysis of Apartment Fire Safety Management System: Practical Training of Participants Working in Multi-Family Housing · Korean Society of Hazard Mitigation · 2026

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