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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 35 Documents
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Assessment of Green Chemistry Competencies and Training Needs Among Secondary School Chemistry Teachers Toyin Eunice Owoyemi; Ayotomiwa Abel Akinde
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.v3i1.41

Abstract

Green chemistry, a framework for designing safer chemical processes and reducing environmental hazards, is increasingly essential in science education. However, in Nigeria, secondary school chemistry curricula lack adequate integration of green chemistry principles, and teachers remain underprepared to teach these concepts. This study assessed the green chemistry competencies and training needs of secondary school chemistry teachers in Lagos State to inform targeted professional development and policy reform. Employing a sequential mixed-methods design, data were collected from 43 chemistry teachers using structured questionnaires and semi-structured interviews. Quantitative data captured teachers’ self-reported practices, understanding of green chemistry principles, and perceived training needs, while qualitative interviews explored classroom implementation and contextual challenges. Findings revealed a significantly low level of green chemistry practice, with over 85% of teachers reporting that they never or rarely incorporated core principles such as atom economy, waste reduction, or energy efficiency into instruction. Teachers demonstrated limited understanding of the twelve principles of green chemistry and low confidence in applying them, particularly in designing green experiments, selecting environmentally friendly reagents, and teaching sustainable product design. Key barriers identified included limited curricular guidance, lack of resources, and insufficient training opportunities. A needs analysis highlighted six critical competency areas requiring urgent intervention, including foundational knowledge, lesson integration, laboratory practices, waste management, and application of advanced sustainability concepts. The study concludes that comprehensive, context-specific professional development and curriculum reforms are vital to bridge current competency gaps and enhance sustainable chemistry instruction. These findings offer actionable insights for policymakers, curriculum developers, and teacher educators seeking to embed environmental responsibility in science education.
Impacts of Instructional Materials in Enhancing Biology Concepts Retention among Secondary School Students in Izzi, Ebonyi State, Nigeria Lucy Aja; Igwe Chinedu Okuku; Tukur Muhammad; Iruka John Elom; Lubega Mohammad; Chinyere Grace Ezeonwumelu; Kingsley Ikechukwu Oko
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.v3i1.43

Abstract

This study examined how instructional materials influence secondary school students’ ability to retain biology concepts. The study used a descriptive survey research approach and was directed by three research questions. Six hundred and two (602) SSII students comprised the study population, and 240 responders comprised the sample size using Slovin’s formula for sample size determinations. The students were sampled using a simple random sampling technique. The tool for gathering data was a structured questionnaire. Three test experts with backgrounds in measurement and evaluation and biology teaching face-validated the questionnaire. The quantitative data were analyzed using mean scores and frequency distribution tables. The study’s conclusions showed, among other things, that the effective and adequate use of instructional materials available for teaching and learning influences secondary school students’ retention of biology concepts. This is because such materials help in the recall of certain concepts and the recognition of biological principles. Additionally, because they make biology easier to study, using instructional materials improved the effectiveness of biology topics taught and learned. Based on the findings, the researcher recommends that students, teachers, educational administrators, and policymakers place more value on using instructional materials in biology classrooms. Government agencies, Ministries of Education, and educational agencies should supply instructional materials to secondary schools to improve the quality of teaching and learning of biology, and biology teachers should participate in seminars and workshops on the use of instructional materials to stay current on their knowledge and improve their effectiveness as teachers.
Assessment of Particulate Matter (PM2.5) in Higher Education Facilities in the Public and Private Sectors in Karachi, Pakistan Kamran-ul-Haq Khan; Syed Muhammad Fazal-ul-Karim; Faisal Rasheed Yazdanie; Irwanto Irwanto
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.v3i1.45

Abstract

Air pollution in educational institutions is an emerging issue since students spend a considerable amount of their time in classrooms where they are exposed to fine particulate matter (PM2.5), which may have negative health and learning effects. In most urban and industrial areas, schools/universities are the direct sufferers of the pollution sources around them, and thus form a major area of concern as far as air quality evaluation is concerned. The purpose of this report is to assess PM2.5 levels in higher educational institutes in Karachi, with the aim of highlighting the degree of exposure and its health consequences on students and the need to raise awareness among both students and among both students and relevant authorities. The experimental data on the concentrations of PM2.5 were observed in two higher educational institutions (HEI) in Karachi. This is carried out by monitoring the air quality inside and outside of three different classrooms at different time intervals with a random number of students. The measured data were subsequently compared across the sites to determine the differences in the level of pollution and to determine the degree of exposure in comparison to international air quality guidelines. This study indicated that the quality of air in private institutes is much better than that in public sector institutes, but the overall air quality is not at the level as per WHO guidelines due to the general quality of air in the city. This study recommended that the elevated level of air pollution needs urgent attention from the government and other departments responsible for maintaining a sustainable environment in the city, as it is not only harmful to the residents of the city but also creates adverse effects on the students’ health.
Demographic Drivers of Environmental Pollution Perception in Nigeria: A Quantitative Analysis Moshood Babatunde Lawal
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.v3i1.46

Abstract

This study investigates how demographic and geographical factors influence people’s perceptions of pollution in Nigeria, utilising data from Afrobarometer Round 9. It focuses on demographic variables such as age, education level, and gender, alongside geographic factors, including residence in rural versus urban areas and differences among Nigerian regions. The research employs both descriptive and inferential statistical methods, like independent t-tests, analysis of variance (ANOVA), and Pearson’s correlation, to uncover patterns and relationships in pollution perception. The analysis reveals significant variations in how pollution is perceived across the different regions in Nigeria (F(5, 1599) = 26.676; p < 0.01), with distinct regional disparities but no statistically meaningful differences related to age. Particularly, individuals living in urban areas and those residing in the Northeast and Southeast regions of the country show heightened concern about pollution. Gender also plays a role, with males demonstrating a slightly higher level of awareness regarding pollution, supported by a small but significant positive correlation (r = 0.058, p < 0.001). Similarly, education positively correlates with pollution concern (r = 0.051, p < 0.001), indicating that higher educational attainment is linked with greater environmental awareness. Among specific environmental concerns, sanitation issues and plastic waste pollution stand out as the most urgent problems, cited by roughly a quarter of respondents. These insights suggest the importance of regional and demographic tailoring of public policies and environmental awareness campaigns. The study underscores the need for strategically designed interventions that cater to community-specific issues and demographics to improve pollution management and foster sustainable environmental practices across Nigeria.
Engaging Science Teachers in Socioscientific Issue-Based Pedagogy in Indian Classrooms Meenakshi Kaushik; Sugra Chunawala; Deepa Chari
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.
Effectiveness of 3Rs Waste Management Practice: Implications for Climate Change and Environmental Sustainability Geoffrey Ukala; Chinweokwu Ukamaka Ukala; Nsimeneabasi Michael Udoh; Josephine Ese Konyeme; Folasade Oluyemisi Olayinka
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.v3i1.52

Abstract

The study examined the effectiveness of the 3Rs (Reduce, Recycle, and Reuse) waste management practice: Implications for climate change and environmental sustainability. A descriptive design (survey) was employed, while five research questions guided this research and were conducted in the University of Nigeria, Nsukka. Participants comprised all 333 undergraduate biology education students enrolled during the 2023/2024 academic session. All were purposively sampled to take part in the study as the population was deemed manageable. The questionnaire on Waste Management (QWM) served as a data collection tool. The questionnaire was duly validated by three professionals in science education and was trial tested on 20 students in the same institution, but different faculty, and yielded a reliability coefficient value of 0.81, using Cronbach’s alpha. Descriptive statistics of percentage, mean, and standard deviation were used to answer the study’s questions. The findings show that most practice waste management includes open dumping and burning composting, while the 3Rs were found to be rarely practiced in schools. The findings revealed that students are aware of the 3Rs approach to waste management. Among the prominent barriers identified were the school curriculum’s silence on 3Rs, lack of incentives to attract students to bring their waste for recycling, and the distance between dumpsites and where the populace lives. Lastly, the enforcement of environmental sanitation day within the school, the dumpsite should be located at a reasonable distance, and the opening of more dumpsite/waste containers within the schools was encouraged. It was recommended that an awareness program or campaign should be organized to enlighten the populace on the importance of the 3R approach to waste management.
Efforts to Improve Grade 12 Students’ Learning Outcomes on the Topic of Electrolysis Through the Problem-Based Learning Model Suci Puji Setyowati
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.v3i1.55

Abstract

This study investigates the implementation of Problem-Based Learning (PBL) to improve the chemistry learning outcomes of 12th-grade students on the topic of electrolysis. Chemistry learning often presents difficulties because many concepts are abstract, especially those involving microscopic processes such as ion movement and redox reactions. Preliminary observations revealed that more than 40% of students in class XII MIPA-1 at SMA Kolese De Britto had not yet reached the Minimum Completion Criteria (KKM = 80) on the topic of electrochemistry, with an average score of 70.57. To address this issue, PBL was applied as it emphasizes contextual problem-solving, student engagement, and the development of 21st-century skills. This research used a Classroom Action Research (CAR) design conducted in two cycles, each including planning, implementation, observation, and reflection. The participants were 30 male students aged 17–18. The instruments consisted of: (1) a learning achievement test with 10 essay items developed according to basic competencies and scored with a rubric, (2) an observation sheet with 10 indicators of participation, collaboration, and discipline, (3) a Likert-scale questionnaire with 20 statements to assess motivation, perception, and problem-solving skills, and (4) documentation of learning activities through photos, field notes, and student products. Data were analyzed both quantitatively (mean scores, mastery percentages) and qualitatively (observations, questionnaires, reflections). The results showed a significant increase in student achievement. The average score rose from 70.57 (33.33% mastery) in the pretest to 79.57 (63.33% mastery) after Cycle I, and 85.16 (80% mastery) after Cycle II. Questionnaire results also indicated improved motivation and collaboration, from 85.07% in Cycle I to 89.59% in Cycle II. Observations confirmed more balanced participation and greater problem-solving engagement. Overall, this study concludes that PBL is effective for improving understanding of electrolysis while fostering critical thinking, collaboration, communication, and creativity. The findings highlight that contextual problem-solving and guided discussions are crucial for bridging abstract chemistry concepts with real-world applications, making PBL a powerful approach for chemistry education.
An Observational Study of Teaching Methods in Secondary School Science Classrooms Edidiong E. Ukoh; Adeniyi Michael Adeduyigbe; Alice M. Olagunju
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (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.v3i2.49

Abstract

Science education plays a critical role in developing learners’ problem-solving, inquiry, and critical thinking skills. However, despite calls for student-centered and technology-enhanced methods, teacher-centered methods, particularly lecture-based instruction, still dominate the science classroom. While such methods ensure curriculum coverage, they often limit opportunities for active engagement, collaboration, and deeper conceptual understanding. This study, therefore, investigates the teaching methods most commonly used in secondary school science classrooms, examining the prevalence of teacher-centered, student-centered, and technology-enhanced instructional strategies. The instrument used was the Science Classroom Instruction Observation Sheet (SCIOS). Data were collected from 80 observed lessons in public and private schools. The findings revealed that lecture-based instruction dominates science classrooms, while student-centered methods such as small-group discussions, desk work, and student presentations remain infrequent, rarely exceeding five observations per interval. Additionally, technology-enhanced strategies, including multimedia and digital simulations, were among the least observed, appearing in fewer than three intervals on average. The heavy reliance on teacher-centered instruction, while effective for content delivery, raises concerns about its impact on student engagement and inquiry-based learning. These findings emphasize the need for a more balanced instructional approach that integrates interactive, student-driven strategies to enhance science education.
Effect of Interactive Invention and Traditional Lecture Instruction on Pre-Service Teachers’ Interest in Cell Biology Edidiong Emmanuel Akpan; Alice Morenike Olagunju
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (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.v3i2.54

Abstract

Cell biology is an important concept in biology that helps students understand other concepts in the field. Students’ interest has continued to wane over the years as a result of poor performance in the cell biology course. Therefore, this study sought to determine the impact of interactive invention and traditional instruction on student teachers’ interest in cell biology. The study also aimed to investigate the effect of problem-solving ability on pre-service teachers’ interest in cell biology as a moderator. Three (3) hypotheses were formulated to guide the study. A pretest-posttest control group quasi-experimental research design was employed. Four hundred and four pre-service teachers participated in the study. The study utilised all available NCE 1 pre-service biology teachers in the biology education programme in the Colleges of Education (CoEs). An instructional guide for interactive invention and conventional lecture instruction, along with a pre-service interest questionnaire (r = 0.82) and a pre-service problem-solving ability test (r = 0.79), were used to collect data. All instruments were validated, and their reliability was established. Data were analysed using Analysis of Covariance (ANCOVA), Estimated Marginal Means (EMM), and graphical illustrations. Findings indicate that pre-service teachers in interactive instruction had a higher post-interest mean score compared to their counterparts in traditional lecture instruction. There was no significant effect of problem-solving ability on pre-service teachers’ interest. The two-way interaction effect of treatment and problem-solving ability was also not significant. Based on these findings, lecturers are encouraged to utilise interactive instruction when teaching cell biology at the College of Education.
Teacher-Centered Systemic Reform Model: An Exploration of the Contributing Factors to Science Teachers’ Adoption of Inquiry-Based Pedagogy Monday Moju; Nation Ibetobou John; Chiamaka Nneka Oguejiofor
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (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.v3i2.57

Abstract

Inquiry-based pedagogy is a constructivist-based student-centered instructional approach that facilitates learners’ active construction of knowledge through exploration and questioning. Recognized in national curricula, such as the Framework for K-12 Science Education, this approach has been identified as a powerful strategy to achieve the goal of science education: preparing scientifically literate citizens capable of addressing societal challenges. Despite its benefits, prior research highlights the slow adoption of inquiry-based pedagogy among science teachers, limiting meaningful teaching and learning opportunities for learners. This study investigates the factors influencing teachers’ adoption of inquiry-based pedagogy through the lens of the Teacher-Centered Systemic Reform (TCSR) model in the Nigerian context. Employing a survey research design, data were collected using a structured questionnaire distributed via Google Forms to science teachers across Lagos State, Nigeria, with 206 respondents filling out and returning the survey. Descriptive and regression analyses of the data revealed that among the variables considered, only years of teaching experience significantly predicted teachers’ adoption of inquiry-based pedagogy (β =0.91, p< 0.005). Other variables, including teacher responsibility, support, classroom management, and teacher thinking, were found to be statistically insignificant. These findings prompted a deeper exploration of potential reasons for their lack of significance, shedding light on systemic challenges within the educational landscape that science teachers have surmounted over the years. The study suggests the need for the Nigerian education system to prioritize creating an enabling environment that empowers teachers at all experience levels to embrace innovative, student-centered pedagogical practices that meet the demands of 21st-century education.

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