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International Journal of Research in STEM Education
Published by Universitas Terbuka
ISSN : 27213242     EISSN : 27212904     DOI : https://doi.org/10.33830/ijrse
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Mathematics Physics
Focus and Scope The International Journal on Research in STEM Education (IJRSE) aims to facilitate multi-disciplinary research and development by publishing empirical contributions that combine subject content expertise with educational and technological endeavors. IJRSE provides a unique platform for researchers and educators to share their findings on various topics, including designing and implementing technology-rich learning environments, innovative pedagogies, and curricula in STEM education that foster successful learning in areas of teacher education and beyond. We encourage contributions from scholars across different subject content fields (e.g., natural science, technology, engineering, and mathematics) as well as the broader fields of mathematics and science education. These contributions may address specific challenges in improving students achievement, approaches used to motivate and engage students, and lessons learned from curriculum and instructional changes in STEM education. Additionally, the journal welcomes translational STEM education research that bridges the gap between research, educational policy, and practice to enhance STEM education. IJRSE also features conceptual papers, article reviews, and editorial articles, enriching the spectrum of research in STEM education. These contributions deepen our understanding of educational training curricula and pedagogical practices across diverse education systems worldwide. This approach fosters scholarly exchange and facilitates discussions on emerging issues and cutting-edge research in the field of STEM education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
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Search results for , issue "Vol. 6 No. 2 (2024): November Issue" : 9 Documents clear
Optimizing PhET Use in Rwandan Mathematics and Sciences Teaching Niyibizi, Onesme
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1649

Abstract

This qualitative study examined the effectiveness of professional development programs for mathematics and sciences teachers in four public secondary schools within Gasabo District, Rwanda. The primary focus was to evaluate how these programs enhance teachers' ability to integrate Physics Education Technology (PhET) simulations into their classrooms. The research involved 42 participants. Data collection methods included in-depth interviews, classroom observations, and document analysis. Findings revealed that professional development programs significantly improved teachers' confidence and proficiency in using PhET simulations, resulting in more engaging and effective mathematics and science education. The study highlighted the importance of adapted professional development to enhance teachers' use of technology in the classroom, with potential implications for improving mathematics and science education in the region.
Integrating the Software Development Lifecycle into Work-Integrated Learning: : A Case Study at a South African University of Technology Mbele, Mpho; Swart, James Swart
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1675

Abstract

Work-integrated learning is crucial for student development, providing hands-on experience in industry placements or project-based learning at higher educational institutions. This article evaluates the impact of adopting a Software Development Lifecycle (SDLC) process in work-integrated learning software development projects at a University of Technology. Comparing two student projects, the waterfall model resulted in substandard conversion between class diagrams and route classes, while the agile model allowed frequent reviews and modifications, resulting in alignment between class diagrams and route classes. The key difference was the absence of clear directional indicators and comprehensive descriptions of class relationships. It is recommended that students adopt an appropriate SDLC model that meets their specific project needs within a work-integrated learning environment.
Unlocking The Potential of Artificial Intellignce: : A New Paradigm for Assessment in 21st Century Education Ogunsakin, Isaac
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1698

Abstract

This systematic review explores the transformative role of artificial intelligence (AI) in shaping assessment practices within 21st-century education. It critically examines the integration of AI technologies such as Automated Essay Scoring (AES), adaptive learning systems, and learning analytics, emphasizing their contributions to personalized learning experiences and real-time feedback mechanisms. The review identifies key opportunities for AI to enhance educational assessment, including the automation of scoring and the provision of adaptive feedback. However, it also addresses significant ethical challenges such as algorithmic bias, data privacy, and the need for transparency. We urge policymakers and educators to establish robust ethical guidelines and invest in comprehensive educator training to ensure the responsible use of AI in educational settings. The future directions suggest an increase in the integration of AI technologies, emphasizing the need for ongoing research to enhance validity, reliability, and address ethical considerations in AI-driven assessment practices.
Responding to the literacy load of science in monocultural contexts: : Preparation programs can change teacher classroom behavior Duckworth, Brian; MacQueen , Suzanne; O'Toole, J. Mitchell
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1704

Abstract

Existing research about literacy within different subjects suggests that specialist language styles add an extra load to student learning. This has resulted in changes to centralized policy mandates in various jurisdictions, eliciting a variety of responses, including enthusiasm, agreement, compliance, neglect, subversion, and/or resistance. This mixed method study investigated whether 55 secondary school teachers from a culturally homogenous coastal region of Eastern Australia recognized literacy issues within science and their responses to such issues. There were three main findings. Firstly, only one third of participating mainstream science teachers accepted direct responsibility for helping their students deal with the literacy load of science, but most participating teachers recognized the literacy nature of more than half of the activities suggested to them. Secondly, participants teaching classes at several grade levels, and female participants, reported using a greater range of literacy activities in their science classes, and more clearly content-related activities were mentioned more frequently. Thirdly, participants who had completed a postgraduate teacher preparation program were more likely to express confidence in dealing with the literacy load of science and acceptance of responsibility for doing so. Time spent on literacy in teacher preparation programs appears to influence positive mainstream science teacher attitudes and practices in response to the literacy load of science. Study findings challenge conventional views of teacher recalcitrance, and they support the maintenance of policy and teacher preparation practices that encourage science teachers to respond productively to student literacy needs that have been identified by on-going research.
Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method Ajai, John Tyavbee; Titilayo , Ogungbile; Jimin, Nguuma
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1706

Abstract

This study investigated the effect of laboratory-based instructional methods on students' achievement in geometry within the educational context of Jalingo Metropolis, Taraba State, Nigeria. Recognising the potential of hands-on, experiential learning approaches in mathematics education, particularly in geometry, this research explored the effectiveness of laboratory-based instruction in enhancing student performance. Guided by three research questions and hypotheses, the quasi-experimental research design was employed on a sample of 160 Upper Basic II students, through pre-and post-test assessments. The Geometry Achievement Test (GAT) with a reliability index of 0.91 for the GAT, determined using the K-R20 method, was used for data collection. The mean and standard deviation statistics were employed to answer the three research questions, while covariance (ANCOVA) analysis was employed to test all hypotheses at a significance level of 0.05. The study found a significant improvement in geometry achievement among students exposed to the laboratory-based method, with 56% of the achievement score variance attributed to this method. Additionally, it identifies a noteworthy difference in achievement scores between male and female students taught geometry using the laboratory-based approach, with a significant interaction effect observed between the teaching method and gender. These findings emphasise the potential of incorporating laboratory-based instructional methods in mathematics education to enhance student achievement and promote a deeper understanding of geometric concepts. Overall, the study contributes valuable insights to the discourse on innovative pedagogical practices in mathematics instruction, offering guidance for educators and policymakers aiming to improve mathematics education in similar contexts.
Incorporating Indigenous Knowledge into Chemistry Lessons on Acids and Bases: : Exploring Potential and Challenges Simasiku, Fredrick Simataa; M. Ngcoza, Kenneth
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1714

Abstract

This study delved into the potential and hurdles involved in integrating indigenous knowledge (IK) into Physical Science lessons among Namibian teachers. Rooted in an interpretive paradigm, it adopted a qualitative case study approach, gathering data through observations and stimulated recall interviews. Socio-cultural theory served as the overarching framework, with Pedagogical Content Knowledge (PCK) used as a lens for data analysis. Specifically, the study employed five knowledge components within the realm of topic-specific pedagogical content knowledge (TSPCK) to scrutinize the data. Two Grade 9 Physical Science teachers were observed teaching concepts on Acids and Bases, with each teacher's two lessons providing qualitative data. Teachers were purposively sampled for inclusion in the study. The findings indicated that teachers possessed local knowledge that could be effectively integrated into Physical Science topics. For example, the topic of acids and bases was identified as conducive to incorporating IK. Both observed teachers utilized local substances to enable learners to practically test them using litmus paper (blue or red). Substances such as Omutoko (wood ash), Oshikundu (a traditional drink made from Mahangu flour and sorghum), Oshimhumu (a shrub used for dental hygiene), and Onghalanyenye (subterranean soil) were tested for their acidic or alkaline properties during Physical Science lessons. Stimulated recall interviews further revealed teachers' awareness of homegrown substances suitable for teaching acids and bases in science lessons.
Integrating Artificial Intelligence in Education: : Trends and Opportunities Wangdi, Pema
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1722

Abstract

Artificial Intelligence (AI) is transforming educational practices by facilitating personalized learning, automating grading processes, and enhancing support through intelligent tutoring systems. This systematic review explores AI's integration in educational settings, highlighting its contributions to increased productivity and tailored learning experiences. It addresses key challenges including data privacy, algorithmic bias, and the need for enhanced accountability and transparency in AI applications. The review also discusses strategic recommendations for embedding ethical AI into curriculum design and emphasizes the importance of professional development for educators. Collaboration among educational stakeholders is vital for advancing responsible AI utilization. By synthesizing recent literature, this review provides insights into AI tools' effectiveness, explores ethical dimensions of technology in classrooms, and suggests future directions for research and practice in educational AI. This analysis serves as a resource for educators, policymakers, and technologists aiming to optimize AI benefits in education.
Integrating Learning Analytics, AI, and STEM Education: : A Comprehensive Review Kim, Tai Ki
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1745

Abstract

This paper presents a comprehensive review of the integration of Learning Analytics (LA), Artificial Intelligence (AI), and STEM education within classroom settings, aimed at enhancing educational outcomes. By examining the synergistic effects and interactions among LA, AI, and STEM disciplines, this review highlights how these technologies can collectively transform educational practices. It discusses the potential of LA and AI to personalize learning experiences, thereby improving engagement and academic success in STEM subjects. The paper also explores various case studies and success stories, illustrating practical implementations and the significant impact these technologies have made in schools. Additionally, it addresses the challenges and considerations related to the ethical use of AI and data privacy, providing insights into how educators and policymakers can navigate these issues. Overall, this review underscores the critical role of technology in shaping the future of education by fostering more adaptive and inclusive learning environments.
Bridging Local Innovations and Global Challenges in STEM Education Kusmawan, Udan
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1757

Abstract

The November 2024 edition of the International Journal of Research in STEM Education (IJRSE) presents a curated collection of eight articles that explore the dynamic intersection of local innovations and global challenges within STEM education. This issue features contributions from 12 universities located across five countries and spanning three continents, illustrating the global scope and diverse perspectives that inform current STEM educational practices. The articles delve into various themes, including the effective integration of indigenous knowledge systems alongside modern educational techniques, the implementation of cutting-edge pedagogical strategies, and the crucial importance of fostering inclusivity and accessibility within STEM fields. Through a detailed examination of these topics, this issue not only highlights the unique contributions of different educational contexts but also underscores the universal challenges and opportunities that shape STEM education in today's interconnected world.

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