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SEAQIS Journal of Science Education
Published by SEAMEO REGIONAL CENTRE FOR QITEP IN SCIENCE
ISSN : 29878101     EISSN : 29647533     DOI : https://doi.org/10.58249/sjse
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics
SEAQIS Journal of Science Education is a scientific publication issued by SEAMEO Regional Centre for QITEP in Science. It is published twice a year, June and December. It publishes articles in the area of science education, including research articles and review articles. This journal is the authoritative voice in the science education field, covering the science curriculum, instruction, learning, policy, and preparation of science teachers to advance knowledge of science education theory and practice. The journal focuses on the teaching and learning of science in a school setting ranging from primary school to secondary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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A Systematic Literature Review on the Perceptions of Teachers of STEM Integration Guerzon, John Michael; Busbus, Stephenie
SEAQIS Journal of Science Education Vol. 3 No. 02 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i02.115

Abstract

Low academic performance of students has always been a challenge in science and mathematics education despite the introduction of different constructivist approaches, like STEM integration, to promote student learning. The beliefs and perceptions of teachers about a certain approach were believed to shape curriculum implementation. This necessitates a review of the perceptions of teachers of STEM integration. PRISMA 27-item components of reporting systematic literature review were employed to extract patterns relevant to the benefits, challenges, and recommendations identified by K-12 teachers. From n=721, only five research articles were left for final review after a four-phase screening process. Teachers generally view STEM integration as promoting student achievement (problem-solving skills) and motivation or interest. There is an emerging view that science integration in mathematics instruction is stronger than mathematics integration in science instruction. Interestingly, a misperception was identified about technology education integration. This implies incorporation of STEM integration concepts in the undergraduate curriculum as teacher preparation was identified as one of the main problems on which improvements may be focused. The lack of equipment to support technology education integration as well as the appropriate skills needed to deliver the lesson was another emerging theme. In turn, the need for upskilling programmes to support the teachers in delivering 21st-century learning approaches is emphasised. Content knowledge is a prerequisite to pedagogical knowledge. To implement STEM integration, teachers need to know the contents of the different disciplines integrated.
Practices of Top Performing Science Secondary Schools in Baguio City Nicer, Philip Julius
SEAQIS Journal of Science Education Vol. 3 No. 02 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i02.119

Abstract

The progress of any nation has been associated with its scientific and technological expansion. This suggests that science plays a momentous part in the economic, technological, administrative, and ecological improvement of any nation-state because science has saturated all aspects of human existence. The study sought to identify science practices of the school participants that led to their high performance in various science-related activities. This study identified the profile of the school and its stakeholders, including their material resources and practices/methods for achieving high levels of success in science-related activities. Mixed method research was employed in processing the gathered data. It has been found that: (1) positive atmosphere; (2) learner-centred activities; (3) professional development; and (4) strong linkages generally contributed to the high performance of the schools in science-related activities. As a recommendation, a more contrived and intricate manner of assessing learning among student participants leaning towards their high performance in science-related activities and competition should be made.
Learning Materials Utilizing Sustainability Pedagogy in Grade 8 Ecology Espinola, Esmeth
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.123

Abstract

Science education in the Philippines is anchored on the United Nations (UN) goals on sustainability education, as provided in K to 12 Science Curriculum, which envisions learners to be environmentally literate, critical problem solvers, and responsible stewards of nature. However, K to 12 implementations in the Philippines faced several challenges that resulted in student’s poor awareness and knowledge about Philippine wildlife and conservation, as well as low proficiency in science. In order to enhance the proficiency and competence of students in ecology, learning materials utilising sustainability pedagogy were developed. A Descriptive-developmental research method was used to evaluate the developed learning materials (DLMs) and describe the experiences of students in the DLMs. A Four-Point Likert Scale technique was employed to evaluate the DLMs. structured journaling and thematic analysis were used to determine the experiences of students in using the DLMs in ecology. The experts’ evaluation showed that the five DLMs utilising sustainability pedagogy in grade 8 ecology passed the criteria of DepEd (Department of Education) as stipulated in the Learning Resources Management and Development System (LRMDS). Introduced features, sustainability-themed, issue-based, contextualised, and reflective likewise obtained very satisfactory result. Students found the DLMs interesting, comprehensible, promote awareness, relevant to the community’s environmental issues, and helped them to express their opinions. The study recommended that the valid and modified DLMs utilising sustainability pedagogy may be used by biology teachers in their lessons, can still be improved and further contextualised as well as used in other topics in ecology and environmental science.
Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal Lezondra, Micheal
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.131

Abstract

In alignment with the United Nations Sustainable Development Goals 2030 (UN SDGs 2030), which emphasise the importance of ensuring education inclusivity and quality for all, this study investigated the quality of education in the context of science teachers’ knowledge and practice related to laboratory waste disposal. Understanding the critical role that science teachers have in fostering a safe and sustainable learning environment, the research focused on the gap between the awareness and application of proper laboratory waste management techniques. Filling this gap is imperative not only for the well-being of the school community but also for the contribution to the broader goals of sustainable development outlined in the UN SDGs 2030. Consequently, this study assessed teachers’ knowledge and practice in handling laboratory waste disposal. As a qualitative research, this study used a phenomenological design with semi-structured interviews using open-ended questions to gather data from 20 public science teachers from Santa Rosa City and Cabuyao City in Laguna Province as respondents. Regarding teachers’ knowledge, three themes emerged, namely: (1) recycling techniques, (2) waste segregation and disposal, as well as (3) treatment of laboratory waste. However, the majority of science teachers admit that they have limited knowledge of how laboratory waste should be disposed of. They tended to apply basic knowledge of waste management that they already knew, despite being aware that laboratory waste should be treated differently from solid waste generated by our offices at schools. Teacher’s practice on laboratory waste disposal involved three steps, including identification, segregation of laboratory waste, and laboratory waste management disposal. Unfortunately, all were found to be inadequate to maintain proper laboratory waste disposal at schools. Hence, this study highlights the need to enhance awareness and facilitate training on laboratory waste disposal among teachers in public schools. Specific training and education on laboratory waste management, treatment, and disposal are essential for teachers in public schools who work in laboratory settings. Regular monitoring and evaluations of teachers’ laboratory waste disposal practices should also be implemented to ensure that they adhere to the proper procedures
STEM Students’ Motivation, Interest, and Career Direction Amid New Normal Education: A Narrative Inquiry Research Manalo, Franz Kevin
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.132

Abstract

The abrupt transition of learning modalities and the global health crisis brought by the COVID-19 pandemic have reshaped the learners’ experiences and insights, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. Hence, this study was conducted to explore the stories of senior high school STEM learners on how the new normal education impacted their motivation, interest, and career direction using a narrative inquiry research design. Purposive sampling was used to select twelve participants from a public senior high school offering the STEM strand. A Semi-structured interview guide, which underwent expert judgment, was used to collect data. After securing consent forms, in-depth interviews were conducted via online platforms. Data collected were transcribed, coded, categorised, and thematised, applying Polkinghorne’s analysis of narratives. Results illustrated that students’ (a) motivation has declined, causing discouragement in STEM activities, however, their passion and goals kept them eager; (b) interest was elevated by their constant commitment to STEM endeavours, yet less enthusiasm has become evident; (c) career direction was still definite as fuelled by relevance, though some have restructured theirs due to the drastic change of circumstances. Furthermore, students devised adaptive strategies to further enrich themselves in STEM undertakings such as improving STEM identity, fostering STEM competence and habits, reorganisation of tasks, and peer collaboration. The findings of this study led to the creation of an action plan to further improve the STEM learning experiences of students amid the radical educational change. This research employed a holistic perspective as it considers the nature, aspect, and meaning of students’ narratives.
Investigating The Impact of Acquired Fundamental Laboratory Skills in Chemistry on The Student's Actual Academic Achievement in Rutsiro District of Rwanda IZERE, Elie
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.135

Abstract

The enhancement of fundamental laboratory abilities in advanced learners has multiple implications for academic performance. Corrective action is necessary for secondary school pupils who are taking chemistry as a core subject because of their poor performance in the subject. The aim of this study was to find out how advanced-level learners learned fundamental laboratory skills in chemistry and how those skills affected their academic performance in two secondary schools. In the investigation, an empirical method was applied. Quantitative data were collected and analysed during the data-gathering processes. From the Rutsiro district of Rwanda, mathematical-chemistry-biology and physics-chemistry-biology combinations in chemistry were studied by a sample of senior five learners in advanced secondary education who were studying chemistry as a core subject. Quantitative data were gathered using a closed questionnaire and a positivist approach that uses deductive research. The theory was the starting point, and it was determined whether or not practical laboratory skills had been established. There were186 respondents in the target group, of which 80 were chosen from several secondary schools, one of which was a boarding school (the School of Excellence) with a fully functional chemical lab and the other a 12-year-old BE (Basic Education) that had chemistry kits but no chemistry lab. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The results of the paired t-test show that the test mean difference (M = 1.363) is less than the school mean difference (M = 1.463). At the 0.001 level of significance, the results of the analysis suggest that the scores for the two means differed statistically significantly (t (79) = 0.000, n = 80, P < 0.001). The results of the statistical test indicate that students' views towards chemistry were somewhat influenced by the fundamental laboratory chemistry practical skills taught in schools. Students who failed practical tests for basic laboratory skills may not have access to well-equipped labs, but their interest in chemistry can be sustained through practical work.
Relevance of Science Education for Self-reliance and National Economic Development Tijani, Bamidele Emmanuel; Adeduyigbe, Adeniyi Michael
SEAQIS Journal of Science Education Vol. 5 No. 01 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i01.165

Abstract

This study investigates the role of science education as a catalyst for economic development and self‐reliance by drawing on case studies from developed countries and synthesising key themes from a systematic literature review. Using qualitative content analysis of 15 selected studies, the review reveals that integrating rigorous theoretical instruction with practical, hands-on training, as exemplified by Germany’s dual education system, South Korea’s integrated science and technology approach, the innovation-driven environment in the United States, and Israel’s agri-tech successes, can enhance workforce readiness, drive technological innovation, and stimulate entrepreneurial activity. These international examples provide valuable insights for Nigeria, suggesting that similar strategies could improve local economic competitiveness and reduce dependency on foreign expertise. However, the study also identifies significant challenges, including inadequate funding, outdated curricula, and insufficient infrastructural support, which hinder the full realisation of science education’s potential. The findings underscore the need for targeted educational reforms and strategic investments to translate these benefits into sustainable economic growth and development.
A Comprehensive Analysis using RStudio: Augmented Reality in Microbiology Mapping Fidiastuti, Hasminar Rachman Fidiastuti
SEAQIS Journal of Science Education Vol. 5 No. 01 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i01.169

Abstract

Augmented Reality (AR) is an emerging technology with significant potential across various domains, including microbiology. However, despite increasing interest, the research landscape at the intersection of AR and microbiology remains underexplored. This study conducts a bibliometric analysis to map the current state of research on AR in microbiology, identifying key trends, contributors, and thematic developments. Using RStudio and the bibliometric R-package, the researchers analysed publications indexed in the Scopus database from the past five years, employing performance analysis (e.g., publication growth, country productivity, and leading sources) and science mapping techniques such as co-word analysis and thematic mapping. The study focused on the keywords “augmented reality” and “microbiology” to identify relevant literature, resulting in 10 documents. The findings reveal a gradual increase in publications, especially in recent years, with the United States emerging as the leading contributor. Keyword co-occurrence analysis identified “augmented reality”, “microbiology”, and “human” as central themes. The thematic analysis highlighted key areas such as the design and evaluation of AR tools for microbiology education, their effects on student learning outcomes, and the challenges of integrating AR into instructional practices. These insights offer a foundation for advancing research and practical applications of AR in microbiology education. Future studies should continue to explore how AR can enhance learning experiences and outcomes in this field.
The Application of Socioscientific Issues (SSI)-Based Learning to Develop Scientific Argumentation Skills in the Production of Bio-foam (Biodegradable Styrofoam) from Sugarcane Bagasse Qomariah, Nurul
SEAQIS Journal of Science Education Vol. 5 No. 01 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i01.171

Abstract

SSI-based learning focuses on the complex problems that develop throughout society. SSI holds significant implications for society, requiring students, as the future generation, to actively participate in dialogue, discussion, debate, and argumentation. The purpose of this study is to analyse the development process of scientific argumentation skills in the production of bio-foam using sugarcane bagasse (Saccharum officinarum Linn). We have adopted a pre-experimental methodology, utilising a one-shot case study design. Students' observation sheets and SSI-based worksheets serve as research instruments, assessing their scientific analytical skills. The research findings reveal that students' implementation of SSI-based learning in the production of bio-foam from sugarcane bagasse demonstrates high competency and adherence to the learning stages. The average score of 87.6 fell into a very good category. The proficiency in completing the SSI-focused worksheets achieved an average score of 89.3; it was also classified as very good. The implementation of an SSI-focused study has led to the attainment of level 4 analytical skills in scientific argumentation for sugarcane bagasse production. This study reveals that students are capable of presenting argumentation skills with a single, clear counterargument. Therefore, implementing SSI-based learning in the production of sugarcane bagasse can enhance the development of scientific argumentation skills.
Preliminary Study on Game-Based Learning to Promote Javan Leopard Conservation: Perspectives from Prospective Biology Teachers Diki Muhamad Chaidir; Suprapto, Purwati Kuswarini; Liah Badriah; Dani Ramdani
SEAQIS Journal of Science Education Vol. 5 No. 01 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i01.172

Abstract

Research on game-based learning has been widely conducted to support biology education in the classroom. This type of learning should also have an additional impact on students, one of which is introducing endangered species, such as the Javan leopard (Panthera pardus melas). This study explores the initial stage of developing Game-Based Learning (GBL) media and its impact on prospective biology teachers' interest, attitude, and knowledge regarding Javan leopard conservation. The research method used a quantitative and qualitative approach, with a survey comprising both open and closed-ended questions to assess the responses of prospective biology teachers to the biology game application focused on ecological communities. Interest was measured on a Likert scale; attitudes were measured through multiple-choice and agreement-scale questions; and knowledge was assessed through multiple-choice and true/false questions, while open-ended questions were applied for suggestions and recommendations from GBL. The respondents were 108 students who had previously tested the developed application. In the data analysis, descriptive statistical methods were used to interpret quantitative data, while qualitative analysis was conducted using word clouds to depict the answers of prospective biology teacher students in open-ended questions. The demographic data revealed that 73% of students typically play games for less than 1 hour per week, 72% play online games, and adventure is the most frequently played genre. Additionally, 92% of students had never played a game related to leopards before, and only about 27.1% of students had prior knowledge about leopards, mostly from their teachers at school. After using the application, 68% of students expressed increased interest in leopard conservation, improved knowledge, and demonstrated a positive attitude. Furthermore, 88% of students felt that the game helped raise their awareness of leopard conservation. This study concludes that game-based learning, which integrates information about endangered species like the Javan leopard, has enormous potential to support biology education and raise awareness of biodiversity conservation.

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