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All Journal Integrated Science Education Journal
Nahar, Lizoon
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Education Social Sciences

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Autoethnographic Projection of Climate Change Education through Project-Based Learning: Perspectives from Early Career Scholars Siddique, Zeeshan Faiez; Nahar, Lizoon; Mahmood, Farheen
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1170

Abstract

Purpose of the study: Project-based learning (PBL) is an effective pedagogical strategy for climate change education. This paper investigates the support early scholars receive and the challenges they face while conducting educational interventions using project-based learning (PBL) pedagogy for high school students’ environment and climate change education. Methodology: A collaborative autoethnographic approach was used to analyze the narratives from the projects conducted by two early scholars regarding their experiences educating high school students on environmental and climate education in Pittsburgh and Indiana, in Western Pennsylvania, US. Convenience sampling was used in this study. This research's primary data collection method includes personal narratives, reflective journals, and field notes accumulated throughout the project. A thematic deductive qualitative analysis was conducted. Main Findings: The findings demonstrate the effectiveness of PBL supported by institutional and community partnerships. The narratives reveal that universities and administrators have greater outreach capabilities than independent project leaders. Additionally, the study found that teachers’ contributions were instrumental in enhancing student engagement. Collaboration between local universities, schools, and community organizations creates opportunities for project leaders that might otherwise be challenging to access. Novelty/Originality of this Study: The study offers valuable strategies for project leaders to implement PBL successfully in diverse educational settings.
Pengaruh Tes Standar dalam Menggabungkan 4C (Kolaborasi, Komunikasi, Kreativitas, dan Berpikir Kritis) di Kelas IPA Nahar, Lizoon
Integrated Science Education Journal Vol 4 No 2 (2023): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v4i2.324

Abstract

Purpose of the study: The aim of this article was to investigate how the unintended side effects of standardized testing cause teachers not to integrate 21st century skills i.e., communication, collaboration, creativity, and critical thinking, into science classes. In addition, this study also cross-examineed if certain features of standardized testing have any beneficial impact on the adoption of 21st century skills in science teaching. Methodology: This paper followed the method of narrative review. 85 papers were initially selected after the primary searches. Finally, 30 papers were used to answer two research questions in this article. Main Findings: After analyzing the selected papers, this narrative review revealed three unintended outcomes of standardized testing on the practice of 21st century skills, which are: teachers often prioritize testing over teaching, which results in the fact that there is not enough time for innovative instruction, and the time spent on the actual content of the curriculum is often shortened. On the other hand, the review also found that standardized tests can motivate teachers and enable them to offer their students new opportunities to incorporate 21st century skills into science education by following Assessment guidelines and expanding curricular opportunities. Novelty/Originality of this study: This study revealed how standardized test-based education practices in science teaching can be analyzed and customized to create a space for cultivating 21st century skills for students.
Autoethnographic Projection of Climate Change Education through Project-Based Learning: Perspectives from Early Career Scholars Siddique, Zeeshan Faiez; Nahar, Lizoon; Mahmood, Farheen
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1170

Abstract

Purpose of the study: Project-based learning (PBL) is an effective pedagogical strategy for climate change education. This paper investigates the support early scholars receive and the challenges they face while conducting educational interventions using project-based learning (PBL) pedagogy for high school students’ environment and climate change education. Methodology: A collaborative autoethnographic approach was used to analyze the narratives from the projects conducted by two early scholars regarding their experiences educating high school students on environmental and climate education in Pittsburgh and Indiana, in Western Pennsylvania, US. Convenience sampling was used in this study. This research's primary data collection method includes personal narratives, reflective journals, and field notes accumulated throughout the project. A thematic deductive qualitative analysis was conducted. Main Findings: The findings demonstrate the effectiveness of PBL supported by institutional and community partnerships. The narratives reveal that universities and administrators have greater outreach capabilities than independent project leaders. Additionally, the study found that teachers’ contributions were instrumental in enhancing student engagement. Collaboration between local universities, schools, and community organizations creates opportunities for project leaders that might otherwise be challenging to access. Novelty/Originality of this Study: The study offers valuable strategies for project leaders to implement PBL successfully in diverse educational settings.
Co-Authors Mahmood, Farheen Siddique, Zeeshan Faiez