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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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Integrating Vietnam’s Living Heritage into STEM Education: The Case of Vietnamese Conical Hat Dao, Quyen; Do Hoang, Son; Tran Thi Thanh, Tam; Ngo Ngoc, Thuy
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.v5i01.181

Abstract

This study presents an innovative integration of STEM education with the preservation of Vietnam’s living heritage through the traditional craft of the Vietnamese conical hat at Gia Thanh Secondary School. The project aims to enhance student engagement in STEM by embedding the conical hat’s cultural production process into Mathematics, Science, and Engineering lessons. Over 200 students participated in hands-on activities by applying geometric principles to design the conical hat, exploring material science using natural materials, and learning engineering concepts through traditional crafting methods. Overall, 85% of students reported that their interests had increased in STEM subjects, as measured by performance in geometry (95% success) and material science (80% engagement). Furthermore, the initiative connected students with local artisans, fostering cultural pride and raising awareness of the economic and cultural importance of the conical hat. By integrating heritage preservation with STEM education, this project demonstrates a replicable model for enriching STEM learning while maintaining local cultural traditions.
Analysing a Chemistry Lesson on Ionic Bonding: Insights from a Learning Study Andrew, Vincent; Hj Sabli, Hjh Rosinah
SEAQIS Journal of Science Education Vol. 4 No. 02 (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.v4i02.124

Abstract

The aim of this paper is to report the insights gained from analysing an online Chemistry lesson on ionic bonding as part of a learning study conducted during the COVID-19 pandemic in 2021. The lesson was collaboratively developed by a group of seven high school Science teachers supported by two facilitators. Data collected includes the lesson plan, the transcript from the virtual lesson, and teacher reports. Insights were drawn from each phase of the learning study cycle – Study, Plan, Teach, Reflect. In the Study phase, the teachers came up with several presumed critical aspects based on responses to a two-part pre-test. In the Planning phase, a pattern of variation was used. In the online Teaching phase, we found potential critical aspects emerged when the students interacted with the object of learning, but this was not picked up by the teacher. The critical aspects identified from the learners’ point of view include the number of shells for each atom and the number of electrons in each shell. In the Reflect phase, we consider the role of facilitators in guiding the lesson to focus on the discernment of critical aspects. The insights gained can potentially support teachers on how to plan and analyse lessons using the variation theory of learning, particularly in the context of online teaching.
Students' Direct and Deferred Concept Understanding and Self-Efficacy Using the Inverted Learning Approach in Biology Rolly James, Cheng
SEAQIS Journal of Science Education Vol. 4 No. 02 (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.v4i02.128

Abstract

The increasing availability of data and technological advancements, along with the influx of various educational platforms, reflects the evolving knowledge acquisition and transfer paradigm in the digital age. This highlights the need for educators and institutions to adapt their approaches and recognise the significance of harnessing educational technology as a powerful tool to promote the widespread adoption of flexible online learning. An Inverted Learning Approach (ILA) is an innovative pedagogical design that maximises off-class learning by providing students with access to instructional resources. This allows students to self-pace their learning and become more independent and ready for in-class activities. The study followed a quasi-experimental study, employing a two-group pre-test and post-test controlled group design. It zeroed in on determining how ILA affects the direct and deferred concept understanding and self-efficacy of Science, Technology, Engineering, and Mathematics (STEM) students enrolled in a biology course. The use of ILA was the treatment given to the experimental or intervention group, while the Expository Online Teaching (EOT) was given to the comparison group. A total of 287 STEM students were involved in the study and taught by the same teacher to maintain parity of conditions except for the treatment. Informed consent and assent forms were likewise collected as required by the Research Ethics Board to safeguard the research participants, monitor likely risks and benefits, and establish high ethical standards where the study was conducted. Gagne’s nine instructional events were designed in the learning plan to develop a clear instruction flow between the two groups. The students' levels of direct and deferred concept understanding were measured using the Researcher-validated Biology Achievement Test (RBAT) on the pre-test, post-test, and postponed test, and the results were analysed using ANOVA and post-hoc tests. Results revealed that students taught using ILA had significantly higher mean gains in post-test and retention test scores than those taught using the EOT. The level of self-efficacy among ILA students has also shown a significant increment compared to their counterparts. In other words, ILA significantly improved students' direct and deferred concept understanding and self-efficacy.
Student Learning Satisfaction and Academic Performance in Philippine Science High School Chemistry: A Prediction Model Building Study for Online Learning Patacsil, Melba; Quimbo, Maria Ana
SEAQIS Journal of Science Education Vol. 4 No. 02 (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.v4i02.137

Abstract

Learning satisfaction is a key indicator of enriching student learning whether it is face-to-face or online mode of delivery. Learning has shifted more to remote online learning due to the Covid-19 pandemic. This study aimed to identify the determinants of Student Learning Satisfaction (SLS) in online learning and develop a model that represented the relationship of the determinants to SLS. The study explored both internal and external determinants hypothesised to influence SLS among 169 students in grades 9-12 taking Chemistry at the Philippine Science High School Cordillera Administrative Region Campus (PSHS CARC). The internal factors included gender, academic self-concept (ASC), academic motivation (AM), interest to learn (IL), and mental well-being (MW), while the external factors comprised teacher-related indicators (Teacher), assessment-related indicators (Assessment), learning guide-related indicators (LG) and Knowledge Hub-related indicators (KHub). The study utilised Structural Equation Modelling (SEM) with SmartPLS software to develop the SLS model and Academic Performance (AP) model. Both online learning platforms used by PSHS CARC, the LG, and KHub, were found to influence SLS. The external determinants (LG, KHub, Teacher, Assessment) dominated the SLS models while internal determinants (ASC, AM, IL, MW) dominated the AP model for the PSHS CARC Chemistry students. The external determinants influenced the student's learning satisfaction while the internal determinants influenced the AP of the Chemistry students. Assessment indirectly affected SLS. Another finding was that gender, LG, and ASC directly influenced AP.  The results validate that online learning tools (LG and KHub) were crucial determinants in ensuring learning satisfaction and academic success in the online learning of PSHS CARC Chemistry students. The models (SLS and AP) can be utilised to evaluate and enhance the quality of online learning and the development of effective online learning strategies and policies especially regarding the use of online tools like LG and KHub.
Infusing Vibrancy into Science Learning through Weismann: An Educational Game for Learning Plants and Animals’ Reproduction Systems Annisa, Nurul; Lestari, Tuti
SEAQIS Journal of Science Education Vol. 4 No. 02 (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.v4i02.140

Abstract

This research endeavours to develop an educational game, Weismann, designed to enhance the engagement and effectiveness of teaching and learning about plants and animals’ reproduction systems. Named after August Friedrich Leopold Weismann, the pioneering scientist behind the germplasm theory, the game aims to infuse vibrancy into the learning experience. Adopting a Research and Development (R&D) framework, the study employs sourced data from multiple channels, including expert validation assessment scales as well as science teachers and their students’ feedback on their practical experiences as users. The findings reveal Weismann to be highly valid, scoring 91.2, and remarkably practical, with teachers and students rating it at 95.9 and 83.9, respectively. These results affirm the game’s efficacy as a valuable tool for science education, offering a dynamic and effective approach to learning.
ClassPoint to Classroom Learning Enhancement: An Interventional Tool Integrated in PowerPoint Presentations Ananayo, Sharon
SEAQIS Journal of Science Education Vol. 4 No. 02 (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.v4i02.145

Abstract

This research investigated the effectiveness of interactive ClassPoint presentations in enhancing students’ engagement and understanding of Science concepts in Grade 8. A quasi-experimental design with a quantitative follow-up survey was employed in this study. The participants were the 50 Grade 8 students who were divided into control and experimental groups, each comprising 25 learners. The control group was exposed to regularly-used teaching modalities, including PowerPoint presentations. Meanwhile, the experimental group was employed with ClassPoint presentations. A pre-test/post-test was used to measure effectiveness, and a survey questionnaire was used to gather students’ feedback on ClassPoint. The gathered data was analysed using the Wilcoxon signed-rank test, Mann-Whitney U test, and Frequency distribution. Findings revealed that the utilisation of ClassPoint presentations has significantly improved the scores of the students and is a better teaching modality when compared to the other learning modalities used. In addition, over half of the students strongly agreed that ClassPoint has increased their motivation (64%) and their engagement in the class (56%). This feedback aligned with their strong agreement that lessons were lively and interesting (64%), andClassPoint’s display slides helped them to focus and follow the teacher’s presentation better (68%). Nearly half (48%) also found these activities helpful for self-reflection on their learning progress. These findings suggested that ClassPoint can be employed as an alternative learning strategy for Science 8.
Laboratory Anxiety: Prevalence and Overcoming the Challenges among Indian Secondary School Students Chandni
SEAQIS Journal of Science Education Vol. 5 No. 02 (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.v5i02.167

Abstract

The association of negative emotions with the triumph of scientific inquiry requires focus as an area of research, since it has long been established that learning by doing is the highest form of engagement in science. This study addresses laboratory anxiety, its prevalence, and the barriers that inhibit students' full participation. It also proposes a self-directed learning strategy to mitigate anxiety. An initial sample of 121 students, selected through purposive sampling, was studied to measure the prevalence in a study primarily conducted using a sequential explanatory mixed-methods approach. Then, 19 students who showed a high level of anxiety were interviewed to understand the cause behind anxiety, and they were further administered a self-directed learning strategy containing elements derived from the conclusions of student interviews. A significant prevalence of laboratory anxiety was found among school students. Based on the self-directed learning strategy, the results revealed a significant decrease in overall laboratory anxiety, and individual improvement was observed for components of the execution of experiment, laboratory safety, use of chemicals, and use of material and equipment. These findings highlight the need for curriculum interventions and revised teaching methodologies that support emotionally safe and effective science learning environments.
Empowering Future Biology Teachers: Integrating STEM and Design Thinking for Effective Sustainability Learning Pamungkas, Rahmania; Suwono, Hadi; Ibrohim; Subiantoro, Agung Wijaya
SEAQIS Journal of Science Education Vol. 5 No. 02 (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.v5i02.175

Abstract

This study examines the implementation of a design project in a preservice biology teacher education course titled "Biology Education for Sustainability," aiming to enhance creativity while addressing the United Nations Sustainable Development Goals (SDGs). This work presents a comprehensive framework divided into 10 chapters, spanning approximately 16 weeks (or about three and a half months) of meetings, each corresponding to key lessons designed to empower preservice biology teachers. In addition, the project engages preservice teachers in collaborative teams to identify local environmental challenges related to specific SDGs, such as clean water, climate action, and life on land. Utilizing a design thinking framework, participants engage in brainstorming, prototype development, and iterative feedback that lead to the fostering of innovative solutions. Moreover, data were collected through pre- and post-project surveys, reflective journals, and presentations to assess the impact on creativity, understanding of the SDGs, and confidence in teaching sustainability concepts. The results indicate significant improvements in creative problem-solving skills and a deeper awareness of the SDGs, along with increased motivation to integrate sustainability into their future teaching practices. As a result, this experiment highlights the effectiveness of experiential learning in the "Biology Education for Sustainability" course, preparing preservice teachers to address global challenges through innovative and creative educational strategies.
The Impact of Experiential Learning on Climate Change Awareness in Sustainability Education: A Systematic Review Pratama, Ariyoga
SEAQIS Journal of Science Education Vol. 5 No. 02 (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.v5i02.177

Abstract

This systematic review evaluates the effectiveness of experiential learning methods, including hands-on activities, in enhancing climate change awareness among high school students within sustainability education. By comparing these approaches to traditional lecture-based instruction, the review identifies key facilitators and barriers to their implementation in educational settings. The study follows the PICO framework to define the Population, Intervention, Comparison, and Outcome, and uses the PROMPT mnemonic to assess the Presentation, Relevance, Objectivity, Methodology, Provenance, and Timeliness of the included studies. From 579 initial records, 25 studies met the inclusion criteria, spanning a range of geographic regions and intervention types. The findings indicate that experiential learning significantly improves students' climate change awareness by fostering engagement, real-world application, and collaborative learning. However, challenges such as limited resources, insufficient teacher training, and curricular constraints hinder broader adoption. This review highlights the value of integrating experiential learning into high school sustainability curricula and calls for further research on long-term impacts, culturally responsive practices, and the development of effective assessment tools and teacher support systems.
Integrating STEAM4Innovator Learning, Gamification, and Design Thinking to Enhance Students’ Innovative Skills Prayoonphokkharat, Poom
SEAQIS Journal of Science Education Vol. 5 No. 02 (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.v5i02.185

Abstract

This study aimed to develop an integrated learning approach that combines STEAM4Innovator, gamification, and design thinking to enhance students' innovative skills. The approach was created through a four-step process, including empathising and defining insights with learners, ideating and generating WOW! ideas, prototyping and developing a business model, and testing and producing the final solution. The approach was implemented with 109 Year 12 students, and the results indicated substantial improvements in their academic performance (78.47% improvement), innovative skills (62.09% improvement), and satisfaction with the learning process (86.97 out of 100), thereby highlighting the effectiveness and appeal of proposed approach. In addition, the success of approach is attributed to its capacity to foster learning and innovation skills, namely inspiration, imagination, creativity, integration, and hands-on implementation. This study demonstrates the effectiveness of integrating STEAM4Innovator, gamification, and design thinking in enhancing learning outcomes and encouraging the development of innovative skills.

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