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All Journal International Journal of Essential Competencies in Education International Journal of Ethnoscience and Technology in Education
Kola, Aina Jacob
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Education Mathematics Other

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Problem-Based Learning in Remote Learning Scenario Utilizing Climate Change Virtual Reality Video in Mobile Application to Train Critical Thinking Aliyu, Hassan; Ebikabowei, Musah; Kola, Aina Jacob
International Journal of Essential Competencies in Education Vol. 2 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1612

Abstract

The imperative to address climate change in educational curricula stems from its profound implications for the sustainability of human life. A crucial aspect of this education is fostering critical thinking (CT) in students, as they form their perspectives on climate change. Traditional teaching approaches alone have proven inadequate in developing students' CT concerning this complex issue, particularly when learning remotely. To address this challenge, students must be actively engaged with the realities of climate change. In response to this need, the current study aimed to apply the problem-based learning (PBL) in remote learning scenario utilizing climate change virtual reality (VR) video in mobile application to train students’ CT skills. Utilizing a mixed method approach, the study involved 86 high school students, divided evenly between experimental and control groups, using a 'true experimental design' to quantify CT skill improvements. Complementing the quantitative data, the study also conducted semi-structured interviews with teachers participating in the interventions, providing valuable insights into their responses to the learning methods. The instruments used to measure students' CT skills were carefully validated for psychometric properties (validity and reliability). The study's overall findings indicate that the PBL approach integrated with climate change VR videos in mobile applications effectively enhances students' critical thinking skills, surpassing the outcomes of traditional teaching methods. Moreover, the feedback received from teachers who took part in the teaching interventions was overwhelmingly positive, reinforcing the efficacy of the learning approach. This research highlights the significance of implementing PBL and VR experiences to cultivate CT among students, particularly in the context of climate change education.
Integration of Artificial Intelligence (ChatGPT) into Science Teaching and Learning Mustofa, Hisbulloh Als; Kola, Aina Jacob; Owusu-Darko, Isaac
International Journal of Ethnoscience and Technology in Education Vol 2, No 1 (2025): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i1.14195

Abstract

The integration of artificial intelligence (AI) into science education is transforming teaching and learning by offering innovative solutions to complex challenges. This study aims to review current trends in AI utilization, particularly ChatGPT, and explore its potential to improve problem-solving in science education. A systematic literature review was conducted using PRISMA guidelines, complemented by experiential exploration and qualitative insights from a thermodynamics lecturer. The findings highlight AI’s ability to provide accurate explanations, generate diverse educational materials, and support interactive learning. However, limitations were identified, including inaccuracies in handling advanced or ambiguous problems and the potential for overreliance by students. Technical and ethical challenges, such as infrastructure requirements, educator preparedness, and concerns about bias, were also noted. These limitations underscore the importance of human oversight and critical evaluation of AI-generated content. The study recommends enhancing AI’s contextual understanding, visualization capabilities, and adaptability to individual learner needs. By harmonizing AI-driven innovations with traditional teaching methods, educators can leverage these tools to create inclusive and effective learning environments, advancing the transformative potential of AI in science education.
Integration of Artificial Intelligence (ChatGPT) into Science Teaching and Learning Mustofa, Hisbulloh Als; Kola, Aina Jacob; Owusu-Darko, Isaac
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 1 (2025): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i1.14195

Abstract

The integration of artificial intelligence (AI) into science education is transforming teaching and learning by offering innovative solutions to complex challenges. This study aims to review current trends in AI utilization, particularly ChatGPT, and explore its potential to improve problem-solving in science education. A systematic literature review was conducted using PRISMA guidelines, complemented by experiential exploration and qualitative insights from a thermodynamics lecturer. The findings highlight AI’s ability to provide accurate explanations, generate diverse educational materials, and support interactive learning. However, limitations were identified, including inaccuracies in handling advanced or ambiguous problems and the potential for overreliance by students. Technical and ethical challenges, such as infrastructure requirements, educator preparedness, and concerns about bias, were also noted. These limitations underscore the importance of human oversight and critical evaluation of AI-generated content. The study recommends enhancing AI’s contextual understanding, visualization capabilities, and adaptability to individual learner needs. By harmonizing AI-driven innovations with traditional teaching methods, educators can leverage these tools to create inclusive and effective learning environments, advancing the transformative potential of AI in science education.
Co-Authors Aliyu, Hassan Ebikabowei, Musah Mustofa, Hisbulloh Als Owusu-Darko, Isaac