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Journal of Research in Environmental and Science Education
Published by Scientia Publica Media
ISSN : 30628431     EISSN : 30628660     DOI : https://doi.org/10.70232/jrese.v2i1
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
The Journal of Research in Environmental and Science Education (JRESE) is an international peer-reviewed journal published by Scientia Publica Media. The journal is published twice a year, in January and July. The journal publishes original scientific research articles in the fields of environmental education and science education. It also publishes original research using a variety of qualitative, quantitative, and mixed methods approaches. JRESE covers all levels of education, from early childhood to higher and vocational education, formal, informal, and non-formal education. It provides an academic platform for professionals and researchers to contribute innovative work in the field. Empirical and theoretical studies and primarily literature reviews (i.e., systematic, meta-analysis) are welcomed. The audience includes scholars, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
 1   2 
Investigation on Science Education Chemistry Students’ Attitudes towards Online Instruction in Public Universities Eke, Joy Anulika; Obikezie, Maxwell Chukwunazo; Nwankwo, Madeleine Chinyere
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.v2i2.14

Abstract

Despite the importance of Chemistry online instruction like accessibility, flexibility, and the quality of learning experiences some students seems not to appreciate it due to some attitude factors like lack of skills. Due to this, the study examined science education Chemistry students’ attitudes towards online instruction in public universities. Four research questions guided the study. The study adopted a descriptive Survey design. The sample size of the study was 195 undergraduate chemistry education students from the population of 312 comprising of 217 males and 95 females in Anambra State public universities. The study adopted a random sampling technique and data were collected through structured questionnaire administered to the students from Nnamdi Azikiwe University, Awka and Chukwuemeka Odumegwu Ojukwu University, Uli. The questionnaire which was adapted from Azeta and Durowoju (2018) titled Chemistry Education Students’ Attitudes Towards Online Instructions (CESATOI) was validated by three experts in the Department of Science Education, faculty of education, Nnamdi Azikiwe University and its reliability coefficient of 0.86 was established using Cronbach alpha. The data collected were analyzed using mean. Findings revealed that students generally have a positive attitude towards online instruction of computer science as a course. While these attitudes exist among students, the findings also indicated some challenges that undermine the quality of online instruction and the strategies to enhance the system. Based on the findings, it was recommended that Undergraduate chemistry education students should avail themselves to participate fully in the different possible strategies as identified by putting more interest in the use of online instruction. This will help to validate the level of challenges that has been dealt with. To enhance the quality of online instruction, and to foster right attitude among students, the institutions and government should provide a conducive online learning environment, free network access and good technological support. From the recommendations it was concluded that chemistry education students display a positive attitudes towards online instruction.
Integrating Artificial Intelligence in STEM Education: Enhancing 21st Century Skills in Zimbabwean Universities Chasokela, Doris
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.v2i2.16

Abstract

In recent years, integrating Artificial Intelligence (AI) into STEM education has emerged as a critical focal point in Zimbabwean universities, aimed at enhancing essential 21st-century skills among students. As AI continues to exert transformative effects across various sectors, it becomes imperative for students to cultivate the competencies necessary to thrive in an increasingly AI-driven economy. This qualitative study investigates the nuances of AI integration within the STEM educational framework in Zimbabwe, emphasising the potential benefits, prevailing challenges, and strategic methodologies for successful implementation. To gather comprehensive insights, semi-structured interviews were conducted with 30 diverse participants, including students, lecturers, university administrators, and industry experts. Thematic analysis of the data collected unveiled three central themes: the urgent need for AI literacy and skill development, the significance of contextualised learning through industry partnerships, and the existing challenges related to infrastructure and resource limitations. Findings from this study underscore the necessity for a holistic approach toward AI integration in STEM education. It highlights the critical role of curriculum development that encompasses AI technologies, ongoing faculty training to keep lecturers abreast of evolving trends, and collaborative efforts with industry stakeholders to ensure relevant and up-to-date learning experiences. Furthermore, the recommendations derived from this research hold potential implications for educational policy and practice, not only within Zimbabwe but also for other developing nations grappling with similar challenges. By promoting an AI-enhanced educational framework, Zimbabwean universities can better prepare their students to meet the demands of the modern workforce and cultivate a generation equipped with the relevant skills needed for success in the complex landscape of the 21st century.
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.
Psychology of Sustainability: Education for Sustainable Development in India Mohanty, Atasi; Alam, Ashraf; Mohanty, Aashish
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.v2i2.18

Abstract

The intersection of psychology and sustainability within the domain of education represents a critical nexus for understanding and addressing pressing environmental challenges facing humanity. The paper embarks on a comprehensive journey through the interplay between psychology and sustainability in education, illuminating key theoretical frameworks, empirical insights, and practical implications for fostering sustainable mindsets and behaviors among individuals and communities. Central to the inquiry is the recognition of the urgent need for transformative approaches in education to mitigate climate change, biodiversity loss, and resource depletion. Through an interdisciplinary lens, the paper navigates the complex terrain of human cognition, emotion, and decision-making processes underlying attitudes and behaviors towards the environment. Psychological theories such as cognitive dissonance, environmental identity, and behavioral economics serve as foundational pillars for understanding the complexities of sustainable behavior and the barriers hindering its adoption. Moreover, the paper elucidates the pivotal role of education in cultivating sustainable mindsets and behaviors, emphasizing the significance of Education for Sustainable Development (ESD) as a catalyst for transformative learning and societal change. From curriculum design to campus operations, Higher Education Institutes (HEIs) emerge as key actors in advancing sustainability goals and nurturing a culture of environmental stewardship. As agents of change, teachers wield considerable influence in shaping the attitudes and behaviors of future generations towards sustainability, highlighting the importance of innovative pedagogies, experiential learning, and transformative teaching practices. Through the integration of psychology, education, and environmental stewardship, we can pave the way towards a brighter tomorrow grounded in principles of sustainability, resilience, and social justice.
Effectiveness of Open Inquiry Instructional Strategy on Secondary School Chemistry Students’ Conceptual Knowledge Ojo, Omolabake Temilade; Tijani, Bamidele Emmanuel
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.v2i2.20

Abstract

Chemistry is a cornerstone of science, yet students in Nigeria often face challenges in achieving conceptual understanding due to the reliance on traditional teaching methods. These methods prioritise rote memorisation over deep comprehension, limiting students’ ability to apply scientific principles effectively. To address this challenge, this study investigates the impact of the open inquiry instructional strategy in enhancing secondary school students’ conceptual knowledge in chemistry. Using a quasi-experimental pre-test-post-test design, 322 Senior Secondary School 1 (SSS 1) students from six purposively selected schools participated in the study. The experimental group (166 students) was taught using open inquiry while the control group (156 students) received demonstration-based instruction. Data were collected using the Two-Tier Diagnostic Test (TTDT), assessing students’ ability to explain concepts, make connections, and apply scientific reasoning. Paired samples t-tests and ANCOVA were employed for data analysis. The findings revealed that students taught with open inquiry demonstrated significantly higher conceptual knowledge than those taught with the demonstration method. Notably, no significant differences were observed in outcomes between public and private school students, indicating the strategy’s adaptability across different educational contexts. These findings contribute to the growing body of knowledge on effective instructional strategies for teaching chemistry in senior secondary schools and highlight the importance of integrating open inquiry into science curricula. The study recommends the incorporation of inquiry-based teaching approaches alongside adequate teacher training to enhance students’ learning experiences. Future research should explore the long-term impact of open inquiry and its effectiveness in other scientific disciplines.
Examining the Relationship Between Age and Misconceptions in Electricity among Secondary School Students and the Moderating Role of Gender Adeduyigbe, Adeniyi Michael
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.v2i2.22

Abstract

Understanding electricity concepts, such as circuits, current, and voltage, presents significant difficulties for secondary school students due to their abstract nature and associated misconceptions. This study examines the relationship between age and misconceptions in understanding these concepts, as well as the moderating role of gender. A cross-sectional, quantitative research design was adopted, utilizing the Electricity Diagnostic Test (EDT) to evaluate 298 secondary school students. The findings reveal no significant relationship between age and misconceptions, indicating that conceptual misunderstandings persist across different age groups. Additionally, gender does not significantly moderate this relationship, suggesting that both male and female students face similar difficulties in learning electricity concepts. These results challenge traditional cognitive development theories, such as Piaget’s, which propose that older students should have a better grasp of abstract concepts. Instead, the findings align with research indicating that misconceptions in physics persist due to instructional methods rather than age-related cognitive development. The study highlights the importance of adopting evidence-based teaching strategies, such as interactive learning and conceptual change approaches, to address misconceptions. This research contributes to physics education by emphasizing the need for gender-inclusive pedagogies and targeted interventions that focus on addressing misconceptions rather than assuming natural conceptual progression. The findings have practical implications for educators and policymakers, advocating for curriculum adjustments that integrate diagnostic assessments and active learning methodologies to enhance conceptual understanding in electricity. Future research should explore additional socio-cultural factors influencing physics learning and assess the long-term impact of instructional interventions on conceptual retention.
Beyond Memorisation: Investigating the Influence of Open Inquiry on Chemistry Students’ Scientific Process Skills Tijani, Bamidele Emmanuel
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.v2i2.23

Abstract

The demand for 21st-century skills, particularly critical thinking, problem-solving, and scientific literacy, has necessitated a shift from traditional teacher-centred instruction to student-driven, inquiry-based learning. Open inquiry instructional strategy has been increasingly recognised for its potential to enhance students’ engagement and acquisition of process skills in science education. However, limited empirical evidence exists regarding its effectiveness in contexts where traditional methods still dominate. This study examined the effect of the open inquiry instructional strategy on the development of process skills in chemistry among secondary school students. A quasi-experimental research design was employed, involving a pre-test and post-test with a non-equivalent control group of 322 Senior Secondary School 1 (SSS1) students from six selected schools. Data were collected using the Chemistry Process Skills Assessment Test (CPSAT) and analysed using Analysis of Covariance (ANCOVA). The results revealed that students taught using open inquiry performed significantly better in process skills acquisition than those taught using the demonstration method (F(1, 319) = 74.305, p < .001, η² = .189). Additionally, while private school students had slightly higher mean scores than their public school counterparts, the difference was not statistically significant (F(1, 319) = 0.823, p = .365), suggesting that open inquiry is effective across different educational contexts. These findings highlight the need to integrate open inquiry into science curricula to promote active learning. The study recommends incorporating open inquiry into science curricula, providing teachers with targeted professional development, ensuring adequate laboratory resources, adopting a blended instructional approach, offering ongoing teacher support and mentorship, and conducting further research to explore its long-term impact and optimise its implementation.
Influence of Students’ Attitudes, Interests, Mathematical Background, and Perception of Teacher Behaviour on Physics Achievement in Secondary Schools Ukoh, Edidiong E.
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.v2i2.25

Abstract

This study investigates the influence of students’ attitudes, interests, mathematical backgrounds, and perceptions of their teachers’ behavioral patterns on their academic achievement in physics among senior secondary school students in Ibadan, Nigeria. Using an ex post facto research design, data were collected from 200 students through a Physics Achievement Test (PAT) and the Attitude, Interest, Mathematical Background, and Students’ Perception Questionnaire (AIMSQ). Descriptive and inferential statistical methods, including multiple regression analyses, were employed to evaluate relationships between the independent variables and students’ physics achievement. The findings revealed that students’ attitudes toward physics had a significant positive relationship with their achievement (β = .369, t = 4.000, p = .0001), as did their interest in physics (β = .785, t = 3.035, p = .0028). Students’ perceptions of their teachers’ behavioral patterns also showed a moderate but significant relationship with achievement (β = .183, t = 2.179, p = .0307). However, students’ mathematical backgrounds were not a statistically significant predictor of physics performance (β = .046, t = .496, p = .6206). The results underscore the importance of fostering positive attitudes and sustained interest in physics, enhancing teacher-student interactions, and providing supportive learning environments to improve students’ academic performance. Recommendations for improving physics education outcomes include professional development for teachers, integration of practical applications, strengthening mathematical skills, and enhancing motivational programs for students. The study concludes by emphasizing the need for a multifaceted approach to address the factors influencing students’ performance in physics and promote national scientific literacy and technological advancement.

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