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All Journal Journal of Research in Environmental and Science Education
Adeniyi Michael Adeduyigbe
Department of Science and Technology Education, University of Ibadan, Ibadan, Nigeria
Education Environmental Science Social Sciences Other

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An Observational Study of Teaching Methods in Secondary School Science Classrooms Edidiong E. Ukoh; Adeniyi Michael Adeduyigbe; Alice M. Olagunju
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v3i2.49

Abstract

Science education plays a critical role in developing learners’ problem-solving, inquiry, and critical thinking skills. However, despite calls for student-centered and technology-enhanced methods, teacher-centered methods, particularly lecture-based instruction, still dominate the science classroom. While such methods ensure curriculum coverage, they often limit opportunities for active engagement, collaboration, and deeper conceptual understanding. This study, therefore, investigates the teaching methods most commonly used in secondary school science classrooms, examining the prevalence of teacher-centered, student-centered, and technology-enhanced instructional strategies. The instrument used was the Science Classroom Instruction Observation Sheet (SCIOS). Data were collected from 80 observed lessons in public and private schools. The findings revealed that lecture-based instruction dominates science classrooms, while student-centered methods such as small-group discussions, desk work, and student presentations remain infrequent, rarely exceeding five observations per interval. Additionally, technology-enhanced strategies, including multimedia and digital simulations, were among the least observed, appearing in fewer than three intervals on average. The heavy reliance on teacher-centered instruction, while effective for content delivery, raises concerns about its impact on student engagement and inquiry-based learning. These findings emphasize the need for a more balanced instructional approach that integrates interactive, student-driven strategies to enhance science education.
Bridging Cognitive Gaps in Physics Education: The Role of Age, Motivation, and Instructional Strategies Adeniyi Michael Adeduyigbe; Uchenna Kingsley Okeke; Sam Ramaila
Journal of Research in Environmental and Science Education Vol. 3 No. 1 (2026): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v3i1.21

Abstract

This paper explores the intersection of age, motivation, and instructional strategies in shaping students’ understanding of physics concepts. A growing body of research suggests that effective physics education must account for the developmental differences among learners, particularly as they move through various cognitive stages. Drawing from Piaget’s theory of cognitive development, the paper emphasizes that while students typically transition from concrete to formal operational thinking during secondary school, this progression is not uniform and is influenced by several factors beyond age, including instructional methods and individual motivation. Some students may reach formal operational thinking earlier and show readiness for abstract reasoning, while others may require additional support and scaffolding. This variability presents a significant challenge for educators aiming to deliver content that resonates with all learners. Younger students often rely on tangible, hands-on experiences to understand physics, whereas older students gradually develop abstract reasoning skills necessary for engaging with more complex scientific principles. Motivation, both intrinsic and extrinsic, plays a critical role in student engagement and persistence, with high self-efficacy and interest in physics contributing significantly to conceptual mastery. The paper advocates for age-responsive instructional strategies that are tailored to students’ developmental readiness, including scaffolding, differentiated instruction, inquiry-based learning, and the use of technology to personalize and enrich the learning experience. Based on these insights, the paper presents practical recommendations for curriculum development and teaching, such as incorporating real-world applications, integrating cross-disciplinary content, promoting equity and inclusion, and enhancing teacher professional development. By aligning instructional practices with students’ cognitive stages and motivational drivers, educators can bridge learning gaps, foster deeper conceptual understanding, and create more inclusive and effective physics classrooms that support long-term academic success.
Examining the Relationship Between Age and Misconceptions in Electricity among Secondary School Students and the Moderating Role of Gender Adeniyi Michael Adeduyigbe
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.22

Abstract

Understanding electricity concepts, such as circuits, current, and voltage, presents significant difficulties for secondary school students due to their abstract nature and associated misconceptions. This study examines the relationship between age and misconceptions in understanding these concepts, as well as the moderating role of gender. A cross-sectional, quantitative research design was adopted, utilizing the Electricity Diagnostic Test (EDT) to evaluate 298 secondary school students. The findings reveal no significant relationship between age and misconceptions, indicating that conceptual misunderstandings persist across different age groups. Additionally, gender does not significantly moderate this relationship, suggesting that both male and female students face similar difficulties in learning electricity concepts. These results challenge traditional cognitive development theories, such as Piaget’s, which propose that older students should have a better grasp of abstract concepts. Instead, the findings align with research indicating that misconceptions in physics persist due to instructional methods rather than age-related cognitive development. The study highlights the importance of adopting evidence-based teaching strategies, such as interactive learning and conceptual change approaches, to address misconceptions. This research contributes to physics education by emphasizing the need for gender-inclusive pedagogies and targeted interventions that focus on addressing misconceptions rather than assuming natural conceptual progression. The findings have practical implications for educators and policymakers, advocating for curriculum adjustments that integrate diagnostic assessments and active learning methodologies to enhance conceptual understanding in electricity. Future research should explore additional socio-cultural factors influencing physics learning and assess the long-term impact of instructional interventions on conceptual retention.
Transforming Science Education: A Systematic Review of Evidence-Based Strategies for Cultivating 21st-Century Skills in STEM Education Bamidele Emmanuel Tijani; Adeniyi Michael Adeduyigbe
Journal of Research in Environmental and Science Education Vol. 3 No. 1 (2026): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v3i1.37

Abstract

The accelerating demands of the 21st century require science education to evolve beyond traditional content delivery and to cultivate skills such as critical thinking, collaboration, digital literacy, and global awareness. This systematic review examines 20 empirical studies published between 2017 and 2025 to identify evidence-based instructional strategies, namely inquiry-based learning, project-based learning, and integrated STEM approaches and immersive technologies (virtual reality, augmented reality, and simulations) that support the development of these competencies. Studies were retrieved from ScienceDirect (Scopus) and Google Scholar, screened against predefined inclusion and exclusion criteria, and synthesised through thematic analysis. Findings demonstrate that scaffolded inquiry and project-based frameworks consistently enhance critical thinking, creativity, and collaboration, particularly when complemented by structured reflection and visual-tool support. Immersive technologies amplify engagement and conceptual understanding, especially when metacognitive prompts accompany virtual or hands-on laboratory experiences. Integrated-STEM and EthnoVLab models further underscore the value of interdisciplinary, context-rich projects for motivation and higher-order skill acquisition. Equity-centred designs that incorporate assistive technologies and professional development for teachers are shown to be vital for inclusive implementation. Persistent barriers include limited access to technology, insufficient teacher training, and uneven policy support. The review highlights the need for longitudinal, mixed-method, and comparative investigations to assess the durability of 21st-century skill gains and to refine discipline-specific assessment tools. Implications extend to researchers, who should pursue innovative study designs; to policymakers, who must embed interdisciplinary, equity-focused standards and support structures; and to practitioners, who can pilot blended-STEM initiatives with peer-learning networks. Ultimately, this work offers actionable insights for bridging traditional pedagogy and contemporary educational demands, fostering sustainable reforms in science education.
Co-Authors Alice M. Olagunju Bamidele Emmanuel Tijani Edidiong E. Ukoh Sam Ramaila Uchenna Kingsley Okeke