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All Journal IJBE (Integrated Journal of Business and Economics) Journal of Research in Environmental and Science Education
Kaushik, Meenakshi
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Humanities Education Environmental Science Social Sciences Other

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Reviving the Overlooked: Strategies for Reclaiming the Forgotten Part of Marketing Al-Hadrawi, Baqer Khudair; Kaushik, Meenakshi; Reniati, Reniati
Integrated Journal of Business and Economics (IJBE) Vol 8, No 2 (2024): Integrated Journal of Business and Economics
Publisher : Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/ijbe.v8i2.914

Abstract

In the realm of marketing, certain facets often find themselves relegated to the periphery, overlooked and underestimated. This theoretical exploration delves into strategies for reviving these neglected elements, aiming to reclaim their significance within the broader marketing landscape. In the dynamic world of consumer behavior and evolving market trends, it becomes imperative to reassess and reinvigorate those components that have been marginalized over time. This study postulates that a theoretical foundation can catalyze innovation, offering marketers a blueprint for revitalizing overlooked aspects. By challenging conventional norms and engaging in theoretical discourse, professionals can uncover latent potential and undiscovered opportunities within their marketing arsenal. The theoretical lens allows for a comprehensive examination of the overlooked facets, dissecting the intricacies that may have led to their neglect. This process not only facilitates a deeper understanding of the dynamics at play but also sets the stage for strategic interventions. As marketing evolves, embracing a theoretical framework becomes paramount in deciphering the nuances of consumer psychology, technology integration, and societal shifts, ultimately empowering marketers to breathe new life into forgotten realms and redefine the boundaries of effective engagement.
Engaging Science Teachers in Socioscientific Issue-Based Pedagogy in Indian Classrooms Kaushik, Meenakshi; Chunawala, Sugra; Chari, Deepa
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.v3i1.48

Abstract

The integration of Socioscientific Issues (SSIs) in science education has been widely recognised for its potential to enhance students’ scientific literacy and engagement with real-world issues. SSIs provide a framework for students to explore issues that intersect with science and technology (S&T), allowing them to develop critical thinking, problem-solving, and decision-making skills. However, despite growing policy support, teachers often face challenges in implementing SSI-based pedagogy due to its multidisciplinary nature, lack of training resources, and time constraints. This study explores a prototype short-term intervention program aimed at equipping secondary science teachers with the knowledge and skills necessary for effective SSI-based instruction. Grounded in the theoretical frameworks of co-construction and Pedagogical Content Knowledge (PCK), the intervention engaged two experienced science teachers in a structured process of developing and implementing SSI-based learning modules. Using a qualitative case study approach, data were collected through semi-structured interviews, recorded intervention sessions, teacher reflections, and module analyses. Findings indicate that while teachers recognised the value of SSIs in fostering student engagement and critical thinking, they encountered difficulties in balancing scientific content with social dimensions, managing value-laden discussions, and aligning SSI instruction with curricular demands. The study identifies key strategies and resources that facilitated teachers’ adaptation to SSI-based pedagogy, emphasising the role of reflective practices, contextualisation, and structured support in overcoming pedagogical challenges. By analysing teachers’ evolving PCK, this research contributes to the development of targeted professional development programs that bridge the gap between policy aspirations and classroom practices, ultimately promoting the integration of SSIs in science education.
Co-Authors Al-Hadrawi, Baqer Khudair Chari, Deepa Chunawala, Sugra Reniati Reniati