The study aimed to determine the effect of PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to develop student’s metacognition. Specifically, it sought to answer the to what extent do student's manifest metacognition as they engage in PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps. The study was conducted at Luis Aguado National High School in Trece Martires City, Cavite, Philippines. The study participants were 40 students under control group and 35 under experimental group, 75 from Grade 7, 8, 9 and 10. They were carefully chosen students based on the overall reading level -a joint and partnership effort with English teachers to determine the probable respondents and categorized as frustrated students. It has been a combination of qualitative research and quantitative research. Being a qualitative study, triangulation was done via interviews, and documentation of the students’ reflections and feedback about the compensatory interventions. As researchers, observation was done during the activity, and this was recorded in the Learner’s Progress Monitoring Report. All clarifications as to what the students are thinking and doing were recorded. In addition, some sessions were also recorded and accomplished the document analysis. Quantitative analysis was used to determine if there is a significant difference in the achievement level and metacognition of the students before and after engagement to Project SWORD-MMs as compensatory intervention. The present study has attempted to intensify collaboration and peer tutoring among science teachers to transform and develop the potential and skills of learners. The identified students under frustration level were promoted into instructional and independent level. They were able to develop their science vocabulary knowledge and improve their reading comprehension and metacognition. Moreover, critical thinking and creativity as well. Finally, these significant actions were able to withstand great foundations in promoting quality and inclusive science education among our learners. As the greatest mantra of the school, Excellence, Reaching Out, Sacrifices, no learners will be left behind. Nourishing the skills and potential of the learners would greatly contribute to transforming quality education and sustainable programs for them.
{"title":"Project SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to Develop Student’s Metacognition","authors":"Joan Tobilla","doi":"10.58249/sjse.v3i02.93","DOIUrl":"https://doi.org/10.58249/sjse.v3i02.93","url":null,"abstract":"The study aimed to determine the effect of PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to develop student’s metacognition. Specifically, it sought to answer the to what extent do student's manifest metacognition as they engage in PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps. The study was conducted at Luis Aguado National High School in Trece Martires City, Cavite, Philippines. The study participants were 40 students under control group and 35 under experimental group, 75 from Grade 7, 8, 9 and 10. They were carefully chosen students based on the overall reading level -a joint and partnership effort with English teachers to determine the probable respondents and categorized as frustrated students. It has been a combination of qualitative research and quantitative research. Being a qualitative study, triangulation was done via interviews, and documentation of the students’ reflections and feedback about the compensatory interventions. As researchers, observation was done during the activity, and this was recorded in the Learner’s Progress Monitoring Report. All clarifications as to what the students are thinking and doing were recorded. In addition, some sessions were also recorded and accomplished the document analysis. Quantitative analysis was used to determine if there is a significant difference in the achievement level and metacognition of the students before and after engagement to Project SWORD-MMs as compensatory intervention. The present study has attempted to intensify collaboration and peer tutoring among science teachers to transform and develop the potential and skills of learners. The identified students under frustration level were promoted into instructional and independent level. They were able to develop their science vocabulary knowledge and improve their reading comprehension and metacognition. Moreover, critical thinking and creativity as well. Finally, these significant actions were able to withstand great foundations in promoting quality and inclusive science education among our learners. As the greatest mantra of the school, Excellence, Reaching Out, Sacrifices, no learners will be left behind. Nourishing the skills and potential of the learners would greatly contribute to transforming quality education and sustainable programs for them. ","PeriodicalId":471386,"journal":{"name":"SEAQIS Journal of Science Education","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138623962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Systematic Literature Review on the Perceptions of Teachers of STEM Integration","authors":"John Michael Guerzon, S. Busbus","doi":"10.58249/sjse.v3i02.115","DOIUrl":"https://doi.org/10.58249/sjse.v3i02.115","url":null,"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.","PeriodicalId":471386,"journal":{"name":"SEAQIS Journal of Science Education","volume":"111 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138608753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Definda Putri Arisna, S. Rizqiani, Muhamad Fahreza Ramadhan
The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).
{"title":"Kiwari: Inquiry Smart Module (Investigation Fiction Case-Based) as an Approach to Integrative Science for Student's Analytical Thinking Competencies in Senior High School","authors":"Definda Putri Arisna, S. Rizqiani, Muhamad Fahreza Ramadhan","doi":"10.58249/sjse.v3i02.112","DOIUrl":"https://doi.org/10.58249/sjse.v3i02.112","url":null,"abstract":"The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).","PeriodicalId":471386,"journal":{"name":"SEAQIS Journal of Science Education","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to identify the significant relationship between the science laboratory learning environment and students’ practices on laboratory safety for education students who took at least one subject or course with laboratory unit in face-to-face classes. The data from this study came from 201 education students, collected through an online survey using Google Forms. The non-experimental descriptive correlational design, census approach was used to select the study participants, and standardised questionnaires were also utilised. The weighted mean, standard deviation, Pearson product-moment correlation design, and linear regression analysis were employed as statistical techniques. The study found that the science laboratory learning environment is at a very high level. Meanwhile, the students’ practices on laboratory safety, especially emergency response plans, work procedures, and chemical waste management, are at a very high level, while safety equipment and handling of experiments are observed at a high level. The results also showed a significant relationship between the science laboratory learning environment and students’ practices on laboratory safety. The domain of science laboratory learning environment that significantly predicts students’ practices is the material environment. The result implied that the institution may provide and maintain a conducive laboratory learning environment, which is essential for students to perform laboratory safety, enhance the handling of experiments, and upgrade the safety equipment in the science laboratory.
{"title":"Science Laboratory Learning Environment and Students’ Practices on Laboratory Safety","authors":"Mercy Joy Mendez","doi":"10.58249/sjse.v3i02.113","DOIUrl":"https://doi.org/10.58249/sjse.v3i02.113","url":null,"abstract":"This paper aims to identify the significant relationship between the science laboratory learning environment and students’ practices on laboratory safety for education students who took at least one subject or course with laboratory unit in face-to-face classes. The data from this study came from 201 education students, collected through an online survey using Google Forms. The non-experimental descriptive correlational design, census approach was used to select the study participants, and standardised questionnaires were also utilised. The weighted mean, standard deviation, Pearson product-moment correlation design, and linear regression analysis were employed as statistical techniques. The study found that the science laboratory learning environment is at a very high level. Meanwhile, the students’ practices on laboratory safety, especially emergency response plans, work procedures, and chemical waste management, are at a very high level, while safety equipment and handling of experiments are observed at a high level. The results also showed a significant relationship between the science laboratory learning environment and students’ practices on laboratory safety. The domain of science laboratory learning environment that significantly predicts students’ practices is the material environment. The result implied that the institution may provide and maintain a conducive laboratory learning environment, which is essential for students to perform laboratory safety, enhance the handling of experiments, and upgrade the safety equipment in the science laboratory.","PeriodicalId":471386,"journal":{"name":"SEAQIS Journal of Science Education","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138609862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Navneet Sharma, Yusuf Akhter, Showkat Mir, Anamica
Education, particularly science education, aims to encourage people to think, learn, solve problems, and make sound decisions. Science Education, as a discipline, focuses on disseminating and expanding scientific content as knowledge that produced in and through science. There have been very few social pedagogical interventions, in which learners are forced to 'do' science. The Hoshangabad Science Teaching Programme (HSTP) was launched in the 1970s, in the Indian hinterland by some zealous and concerted educators. It is demonstrated and believed that people generally have the capacity and capability to do science. The scientific method could be used to construct knowledge if learners are assisted and guided to think and reflect in procedural steps to construct observation, data collection, categorisation, and analysis. The HSTP operated for three decades before being abruptly shut down in 2003. This article attempts to highlight the lessons that can be drawn from running a progressive science education programme in a populist democracy. It is also important to consider why progressive science education harms the nation ideology. The final goal of this article is to explain why such programmes are still considered "alternative" education and why they cannot be integrated into "mainstream" education. Finally, we want to emphasise that if science education in India is going to change the discourse about how people should critically reflect on and construct their 'justified true beliefs.' Furthermore, this issue needs to revive and resurrect science teaching and learning in India by following and emulating the HSTP.
{"title":"Revival and Resurgence of Science Education in India: Lessons from the Hoshangabad Science Teaching Programme","authors":"Navneet Sharma, Yusuf Akhter, Showkat Mir, Anamica","doi":"10.58249/sjse.v3i02.98","DOIUrl":"https://doi.org/10.58249/sjse.v3i02.98","url":null,"abstract":"Education, particularly science education, aims to encourage people to think, learn, solve problems, and make sound decisions. Science Education, as a discipline, focuses on disseminating and expanding scientific content as knowledge that produced in and through science. There have been very few social pedagogical interventions, in which learners are forced to 'do' science. The Hoshangabad Science Teaching Programme (HSTP) was launched in the 1970s, in the Indian hinterland by some zealous and concerted educators. It is demonstrated and believed that people generally have the capacity and capability to do science. The scientific method could be used to construct knowledge if learners are assisted and guided to think and reflect in procedural steps to construct observation, data collection, categorisation, and analysis. The HSTP operated for three decades before being abruptly shut down in 2003. This article attempts to highlight the lessons that can be drawn from running a progressive science education programme in a populist democracy. It is also important to consider why progressive science education harms the nation ideology. The final goal of this article is to explain why such programmes are still considered \"alternative\" education and why they cannot be integrated into \"mainstream\" education. Finally, we want to emphasise that if science education in India is going to change the discourse about how people should critically reflect on and construct their 'justified true beliefs.' Furthermore, this issue needs to revive and resurrect science teaching and learning in India by following and emulating the HSTP.","PeriodicalId":471386,"journal":{"name":"SEAQIS Journal of Science Education","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138614555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Practices of Top Performing Science Secondary Schools in Baguio City","authors":"Philip Julius Nicer","doi":"10.58249/sjse.v3i02.119","DOIUrl":"https://doi.org/10.58249/sjse.v3i02.119","url":null,"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.","PeriodicalId":471386,"journal":{"name":"SEAQIS Journal of Science Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138617273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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