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All Journal Journal of Research in Environmental and Science Education International Journal of Science Education and Science
Diquito, Tomas Jr
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Materials Science & Nanotechnology Physics Social Sciences Other

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Development and Acceptability of Environmental Education Kit for Elementary Learners Castro, Lura Love; Cawayan, Windy Marie; Maximino, Chendy; Diquito, Tomas Jr
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.v2i2.17

Abstract

Contextualizing environmental education is a significant factor in shaping learners’ understanding of their environment. The absence of local knowledge in environmental education can significantly impact learners’ ability to understand environmental learning when applied in their local context. This study has developed an Environmental Education Kit (EE Kit) containing contextualized activities aligned with the learning competencies listed in the newly implemented MATATAG or K–10 Curriculum for elementary learners in Davao del Sur, Philippines. The use of developmental research design was employed in this study since the main goal of the study is to create a contextualized EE Kit. In developing the EE Kit, the researchers have included five components, namely, topics, specific objectives, key concepts, directions, and activities. To determine the appropriateness of the developed EE Kit, 44 elementary science teachers from the Province of Davao del Sur, Philippines, were invited to participate in this study. The questionnaire used involved a Likert scale with five response options to assess various aspects of the kit, including its language, format and layout, and level of difficulty. Result of the analysis shows that teachers have rated all indicators under the content and face validity components as highly acceptable, providing positive feedback on the EE Kit’s potential as a valuable resource to enhance contextualized learning in environmental education. Therefore, it is recommended that elementary science teachers utilize the EE Kit to allow hands-on experiences under the newly implemented curricula. Moreover, the need for future studies to assess the EE kit’s efficacy from the learners’ perspective is recommended, demonstrating our ongoing commitment to improving the EE Kit for Filipino learners.
Critical Pedagogy Implementation in Science Education as Perceived by Science Educators Makiaway, Jaydione; Raganas, Shaina Ella; Serbo, Divine Nicole; Diquito, Tomas JR
International Journal of Science Education and Science Vol. 2 No. 2 (2025): September
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/ijses.v2i2.309

Abstract

Critical pedagogy (CP) is a crucial instructional approach that aims to increase students' knowledge while fostering a greater awareness of justice and social equality. This approach is used in different disciplines to foster meaningful learning. In science education, CP is used by educators to deepen conceptual learnings by allowing learners to think the social implications of the concept being learned. Thus, this study is created to assess science educators' understanding of CP in basic science education, considering their length of service and gender. The used of quantitative research design is employed to accomplish the objectives of the study. In addition, respondents were drawn using simple random sampling technique and curated with the inclusion criteria. Based on this, 109 science educators across the province of Davao del Sur, Philippines were randomly selected as respondents to the study. The use of mean, standard deviation, Mann-Whitney U-Test, and Kruskal-Wallis H Test were used to analyze the data. The findings of the study revealed that science educators have an overall high level of understanding of CP with a very high level in the indicator, program structure. Moreover, data shows a moderate level of understanding in the indicators evaluation and teacher development. The analysis further revealed that gender does not play a significant role in understanding CP. However, when analyzed by length of service, data shows a statistically significant difference in the overall CP along with the indicators of philosophical orientation and teacher-student relationship. The findings of the study imply that science educators should be empowered to integrate CP in the classroom and implement professional development programs to improve CP understanding, especially for newly employed science educators
Co-Authors Castro, Lura Love Cawayan, Windy Marie Makiaway, Jaydione Maximino, Chendy Raganas, Shaina Ella Serbo, Divine Nicole