High School Science Teachers Research Articles

Utilization of Mangrove Ecotourism as a Science Learning Resource for Junior High School Students

The research was carried out with the aim of finding out the use of mangrove ecotourism as a learning resource, because almost all regions in Indonesia manage mangrove ecosystem areas into ecotourism. The data collection technique uses proportional random sampling, with descriptive quantitative research methods. The research subjects used in this research process were the population of junior high school students and junior high school science teachers, with a sample of 118 students and 22 science teachers. The instrument used in this research is a questionnaire. The results obtained from the science teacher questionnaire stated that 80.8% of teachers had never integrated mangroves in the science learning process, reinforced by the results of the student questionnaire which stated that 83.2% of teachers had never presented mangrove material in the classroom. In this way, science teachers should change the way they deliver material using the Argument Driven Inquiry (ADI) learning model to make it easier for science teachers to utilize mangrove ecotourism as a learning resource through the stages of the learning model syntax.

Challenges in Teaching Biotechnology in the Philippine STE Program

To develop the full potential and enhance the science skills, mathematical abilities, and English proficiency among Filipino learners, the Department of Education implemented a special program in science, technology, and engineering at the basic education level. The students are taught based on an enhanced science-technology-oriented curriculum to prepare them for college and science, technology, engineering, and mathematics-related careers. Since the focus of this program was on science, technology, mathematics, and research, the inclusion of biotechnology subjects is integral in supporting the learners to develop an interest and aptitude in these fields. This study looked into the challenges that schools and educators face in teaching biotechnology using the qualitative research design, specifically a phenomenological approach. Interviews were conducted to obtain data. A multi-step method was employed when interviewing the 11 public high school science teachers about the challenges they encountered in teaching biotechnology. They were interviewed based on how they teach the subject, their teaching approaches, the depth of their understanding of the subject, and their specific teaching challenges. Results identified five essential themes: (a) Expertise Mismatch, (b) Abstract Nature of the Subject, (c) Deficiency in Foundation Knowledge, (d) Lacking Teaching Strategies, and (e) Lack of Learning Resources. A multi-faceted approach can be adopted to approach these identified challenges proactively. This should encompass (a) improvement in teacher training, (b) curriculum overhauling, (c) provision of essential resources, and (d) implementation of innovative teaching methodologies.

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

Developing teacher capability in implementing the Merdeka curriculum can take advantage of the activity of sustainable lesson study. Lesson study conducted at the subject teacher community provides a place for teachers to learn collaboratively to improve their professionalism. This study aims at present the findings of the implementation of a subject-based lesson study carried out among junior high school science teachers in Malang City, Indonesia, and expose their responses regarding the impact of this activity on their professional development in supporting the Merdeka Curriculum enactment. Teachers are actively involved and enthusiastic in participating in lesson study activities. The teacher stated that the implementation of subject-based lesson study was a forum for mutual learning and improving teaching skills so that it supported the implementation of the Merdeka Curriculum. Even so, continuous implementation accompanied by strengthening the principles of lesson study and learning principles that emphasize student involvement as well as developing students' thinking skills is needed. Finally, the constraints and expectations expressed by the teacher can be considered for designing a subject-based lesson study implementation model to form sustainable lesson study for learning communities in the future.

Effects of a Follow-up PD with Distance-based Peer Instructional Coaching on Secondary Science Teachers’ Inquiry-based Teaching Practices in Rural Schools

ABSTRACT Research has highlighted the significant decline in teachers’ implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of follow-up support. Even science teachers who have participated in intensive PD programs often encounter challenges in integrating new teaching practices into their classrooms. This study investigated the impact of a follow-up PD (PD 2) on 16 rural middle and high school science teachers and their students’ outcomes after their participation in an intensive PD the previous year (PD1). The findings showed that the teachers’ inquiry knowledge and confidence levels in teaching science remained stable or slightly improved up until the end of year 2, comparable to the levels measured at the end of year 1. Moreover, teachers who initially showed lower levels of knowledge and confidence were more likely to revert to their initial status after reaching a certain level during PD1. Regarding student outcomes, the posttest effect sizes for middle school students were substantial and statistically significant in both year 1 and year 2, compared to their pretest scores. While the effect sizes for high school students in year 1 were small, they became larger and significant in year 2. The findings suggest the practical advantages of implementing follow-up PD to provide continued support for teachers’ implementation in subsequent years. Additionally, this study presents a sustainable and cost-effective approach to deliver follow-up support to teachers, namely through a short-term PD accompanied by distance-based peer instructional coaching.

Integration of Gamification in Teaching and Students’ Academic Performance: Basis for Action Plan

Gamification has been noted to be very helpful to learners in increasing their collaboration, motivation, interest, engagement, and teamwork in the classrooms. This is the reason that this work was conducted to determine the extent of the integration of gamification in teaching as a step to help address the alarming performance of the learners in the international and local examinations. Using the descriptive-correlational research design with use of a survey questionnaire as the main data gathering tool, this work was implemented to junior high school science and mathematics teachers in the districts of Guinsiliban, Sagay and Catarman. Appropriate statistical tools were used to analyze the data to answer the inquiries of the study. Results showed that most of the respondents in science and mathematics were females, and majority of them were in Teacher I position, on the age group of 20 to 40, served for at most 10 years, proceeded to graduate studies, and specialized in science education. The respondents had moderately integrated gamification in teaching science and mathematics. While the learners of the respondents had a very satisfactory performance in science and mathematics. Demographic variables like sex, age, educational attainment, number of years of teaching, field of specialization, and teaching position did not influence the extent of integration of gamification in teaching. The study also found a positive, low correlation but significant relationship between the extent of integration of gamification and the academic performance of the learners. Lack of gadgets like laptops and computers, internet connection, lack of access to online game-based platforms, computer literacy of teachers, and time management were the most common challenges in the integration of gamification in the learning sessions of science and mathematics. The researcher recommended that future researchers may replicate this study in schools where gadgets and internet connection are available.

Adapting player styles to enhance learning and retention in high school science education

The impact of player styles in game-based learning on academic performance is a significant consideration, with the exploratory style being one of these styles. Despite the initial random sampling of 60 tenth-grade students to ensure unbiased representation, the sampling method became purposeful as students with the exploratory player style were selectively placed in the first experimental group. Pre-test data, collected using Bartle’s player styles questionnaire, informed the categorization of students into groups based on their styles, enhancing sampling accuracy. The Explorer player style students formed one group, while students with other styles constituted a separate group. All students completed the Player Styles questionnaire and a pre-learning test. Subsequently, an exploratory-style game was provided to all students, followed by learning and retention tests. The data analysis method employed for this study was MANCOVA. The outcomes of the multivariate analysis of covariance (MANCOVA) demonstrate a substantial multivariate F value of 7.075 (df = 2) with a significant level at p < .05. This outcome substantiates the existence of a notable distinction between the students belonging to the first group (exemplifying the explorer player style) and those in the second experimental group (encompassing the socializer, achiever, and killer player styles) concerning the dependent variables (learning and retention). The observed distinction is in favor of the first experimental group, underscoring the potential influence of player styles on the variables under consideration.

Integrating Cardiovascular Engineering and Biofluid Mechanics in High School Science, Technology, Engineering, and Mathematics Education: An Experiential Approach.

Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9-11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1-5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future.

In-Service Science Teachers’ Views of the Empirical and Tentative Nature of Science

According to research, teachers' views about the nature of science influence their students' views, as well as how they teach science. The goal of this study was to ascertain in-service science teachers' views on the empirical and tentative nature of science. A mixed-methods approach was adopted. The sample comprised of ten in-service senior high school science teachers (7 males and 3 females) who were purposefully selected. In-service science instructors exhibited naive views of science (M = 2.81, SD = 0.33). Majority of the in-service science teachers (80%) held naive views, and 20% held informed views of the nature of science. The study revealed that in-service science instructors held a naive understanding of the empirical nature of science (M = 2.60, SD = 0.31). They did, however, held informed views about the tentative character of science (M = 3.77, SD = 0.79). The study recommends that research and professional development activities be directed toward assisting science teachers in developing a deep, comprehensive, and integrated grasp of science. Nature of science should be explicitly taught at the teacher education institutions to help prospective teachers understand the nature of science.

The effectiveness of the Sirius School for high school teachers

The Sirius School for High School Teachers (ESPEM) is an in-service program for high school science teachers. It is held at the National Center for Research in Energy and Materials in Campinas, in partnership with the Brazilian Society of Physics. The program aims to enhance the skills of science teachers in high schools, facilitate the exchange of knowledge between teachers from all over Brazil, and produce updated teaching materials that promote Brazilian science and technology. To investigate how ESPEM contributes to the training of basic education teachers, and to assess the effectiveness of the program, we employed various data collection methodologies in a qualitative research study. Our objectives were: i) to identify the expectations of the participating teachers, ii) to evaluate the products generated during the program, and iii) to measure the achievement of the main goals of ESPEM. To achieve these objectives, we analyzed the letters of intent submitted by the selected participants before the program began. During the program, we conducted participant observation. After the program, we conducted semi-structured individual interviews, and a focus group, and distributed questionnaires to the participants.

Pengembangan Bahan Ajar IPA SMP Berbasis Literasi Sains Topik Lapisan Bumi Dan Bencana

This research was triggered by the lack of scientific literacy content in textbooks used by students at school. Therefore, research was carried out and preparation of science learning materials focused on scientific literacy. The aim of this research is to describe the validity of junior high school science teaching materials based on scientific literacy on the topic of earth layers and disasters, evaluated through assessments from experts. The research approach applied is research and development (R&D) using a modified four-D (4D) model. In this research, there are three validation phases, namely defining, designing, and developing. Respondents in this research and development consisted of three validators who work as academics. The data collected is quantitative in the form of product validation scores from questionnaires. The study results show that the module validity level reaches 90%, with an average validity value of 3.59, without any revisions. Meanwhile, the validity of the scientific literacy module reached 95%, with an average validity value of 3.71, without revision. Hence, it can be concluded that the developed teaching materials meet validity criteria and are suitable for use in the context of the learning process.
 

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable.

Pengembangan Video Tutorial Dampak Penggunaan Zat Aditif Pada Makanan Dan Minuman Mata Pelajaran IPA Sekolah Menengah Pertama

The purpose of this study was to evaluate the development of video tutorials for junior high school science classes about the impacts of additive use on food and beverages, as well as to gauge the effectiveness of the tutorials. The five steps of the ADDIE development model analysis, design, development, implementation, and evaluation are used in this work. This study discovered that junior high school science classes have gone through multiple phases of developing video lessons on the impacts of utilising chemicals on food and beverages. Among them are validation from material experts, which received a very decent rating of 95.4 percent, and validation from media experts, which received a decent assessment of 86.4 percent. Field trials were conducted to measure the effectiveness of this video tutorial media. This includes a 93% science teacher trial with very decent assessments; a small group trial with 9 students showed a result of 84.8% with a decent assessment; and a large group trial with 25 students from class IX C at SMP Negeri 1 Muaro Jambi showed a result of 90.8% with a decent assessment. This development shows that video tutorials on the effects of additive use on food and beverages, especially those related to science lessons in junior high school, can be considered a feasible, efficient, and high-quality learning method. This development shows that video tutorials on the effects of additive use on food and beverages, especially those related to science lessons in junior high school, can be considered as feasible, efficient, and high-quality learning methods. Based on this development, it is suggested that many people, especially science teachers in junior high schools, consider using this video tutorial as one of the most useful learning media. Therefore, it is expected to increase students' understanding and interest in learning about the impact of the use of additives on food and beverages in science studies.

Exploring The Implementation of the Merdeka Curriculum: A Case Study of Integrated Science Teaching Materials with ESD and Ethnoscience

This study analyzes the science teaching materials integrated with ESD and Ethnoscience based on teachers' teaching experiences and educational qualifications. This case study research involved six junior high school science teachers in Cimahi City who participated voluntarily in a teacher training program. Data collection techniques in this research used observation, in-depth interviews, and documentation. The data analysis employed a descriptive narrative approach by reducing data, presenting data, and drawing conclusions. Then, triangulation is also performed for data validation. Based on the research findings, teaching materials prepared by novice teachers with less than five years of teaching experience tend to be textbook-oriented, and the language used still needs to be suitable for the cognitive level of junior high school students. However, the materials they prepared have an attractive appearance. Meanwhile, experienced teachers elaborate and provide contextual examples, using easily understandable language and incorporating tables or graphs to enhance students' literacy and numeracy skills. Out of the six teachers, four have a Biology/ Biology Education background, and two have qualifications in Physics Education at the bachelor's level. Teachers choose teaching materials that align with their educational background because they feel more confident in delivering scientific concepts. Through this research, it is described that teachers still tend to develop teaching materials based on the 2013 curriculum, whereas, at present, the preparation of teaching materials should be aligned with the principles of the Merdeka curriculum.

Assessing the Proficiency and Factors Influencing Public High School Science Teachers’ Video Editing and Production Skills for Enhanced Instructional Presentations

In the rapidly evolving landscape of twenty-first-century education, the integration of contemporary digital technologies is pivotal for effective teaching. This research investigates the proficiency of public high school science teachers in video editing and production skills, particularly amidst the challenges posed by the ongoing pandemic. The study assesses attitudes, perceptions, and actual skills in video editing, identifying challenges and contributing insights for professional development. Aligned with the Cognitive Theory of Multimedia Learning and Generative Learning Theory, the research explores the advantages of multimedia in meaningful learning. While positive attitudes are evident, a significant gap in actual skills is revealed, varying with factors such as age, educational attainment, and length of service. Recommendations include targeted interventions, training programs, and equipping schools with digital tools to enhance science education through effective multimedia integration. Addressing these challenges is crucial for fostering a conducive learning environment,

Teachers’ practices, challenges, and opportunities in developing science literacyamonghigh school students

This research aimed to explore the experiences of high school science teachers, focusing ontheir perceived practices, challenges, and opportunities in fostering science literacy among students in the Talon- Talon District, Division of Zamboanga City. A mixed-methods approach was employed, integrating both qualitative and quantitative research designs. The quantitative component involved administering a structured survey to a broad sample of science teachers, while the qualitative component involved conducting in-depth key informant interviews. The data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers perceive their practices in developing science teaching literacy as a complex process that involves a deep understanding of science content, the use of effective pedagogical strategies, and the promotion of actual and post-literacy skills. They face challenges in addressing diverse student needs and fostering creativity and critical thinking. However, opportunities exist in continuous professional development, innovative teaching methods, and promoting higher-order thinking skills. The study provides valuable insights into scienceteachers’ experiences in fostering scientific literacy. The findings could assist in overcoming the challengesfaced in teaching and developing science literacy, thereby aiding in the successful integration of science literacyin the curriculum and teaching. Based on the findings of the study, several recommendations can be made for science teachers, students, school administrators, the Department of Education, and future researchers. These recommendations aim to enhance the teaching and development of science literacy, improve teaching methods, guide the formulation of policies and guidelines related to science literacy, and serve as a basis for future studies.

Metacognitive Model of the Science Teachers’ TPACK in Butuan City, Caraga Philippines

The study determined the Technological Pedagogical and Content Knowledge (TPACK) of the JHS science teachers and established the metacognitive model. It employed descriptive-correlational design to determine the level of TPACK of the Junior High School Science teachers, and the types of metacognitive strategies applied by the teacher in the classroom. Seventy (70) JHS Science teachers handling different year levels from Grades 7-10 in the identified public and private Junior High Schools in Butuan City were involved in the study. Results showed that the JHS Science Teachers had a high level of TPACK. The teachers’ highest level of TPACK was in the area of Learning Environment and Assessment. However, the teachers could improve their TPACK in the areas of Content & Pedagogy and Learners’ Diversity. The JHS science teachers implemented a variety of metacognitive strategies to effectively manage their TPACK, particularly close reading and reflection questions. However, there was limited usage of metacognitive strategies such as comparing and contrasting concepts and monitoring the learning process. The measurement model showed that the latent variables are well-measured by their observed variables. Thus, in the formative model, the metacognitive indicators would aid in the development of TPACK. School administrators may focus on developing teachers’ TPACK and metacognitive processing skills to enhance teachers teaching effectiveness.

The Influence of “5E” Teaching Mode on Junior High School Science Teaching under the Background of Core Literacy

The Influence of “5E” Teaching Mode on Junior High School Science Teaching under the Background of Core Literacy

Peningkatan keterampilan guru IPA di Kabupaten OKU-Selatan melalui pendampingan pembuatan instrumen asesmen diagnostik

The implementation of the Merdeka Curriculum emphasizes the execution of diagnostic assessments before the commencement of the learning process. This assessment aims to provide teachers with an understanding of students' initial capabilities, serving as a foundation for differentiated learning. This training is targeted at junior high school science teachers in South OKU Regency to enhance their skills in creating diagnostic assessment instruments. The method employed involves training 13 science teachers, conducted on September 3-4, 2023, encompassing material delivery, question-and-answer sessions, workshops, independent work, and product monitoring. The final product of this training is a diagnostic assessment instrument applicable in classroom learning processes. The product evaluation criteria include the selection of concepts, the appropriateness of answer choices to the questions, and the alignment of material with students' cognitive levels. The evaluation results indicate that participants have successfully created diagnostic assessment instruments aligned with textbook concepts. However, the development of alternative answers, both at the first and second levels, still requires further improvement. This challenge is attributed to the teachers' lack of practice in formulating effective answer alternatives.

Bibliometric Analysis of Studies Based on Context-Based Learning Method in Science Teaching

Although the studies on Context-Based Learning (CBL) within the scope of science are increasingly blooming in recent years, original studies offering new perspectives still remain limited in numbers. This shows that in order to increase the quality of studies on CBL in science, physics, chemistry, and biology teaching, there is a need for more inclusive studies and to ensure these new studies are original in their content. The aim of this study is to emphasize the need for CBL in high school science teaching by making a bibliometric review of the literature on CBL within the scope of science on the Web of Science (WOS). Performing a search in WOS by limiting "Science education and education research" with the title filter and "Context-based" keyword, a total of 545 studies were found. These studies were visualized using the VOSviewer 1.6.18 program. In this study descriptive statistical analysis, citation analysis, co-occurrence analysis, co-citation analysis, co-authorship analysis, and bibliographic matching analysis methods were used. The findings show that CBL is recorded in six main research areas: "Context-Based Learning", "Context-based approach", "Context-based problems", "Chemistry teaching", "Context-based responsibilities" and "Professional development of teachers". Although there have been intensive studies on CBL in the last 7 years, more qualified studies are needed within the scope of science education. There is a need for qualified studies on CBL for teachers to improve their teaching techniques and to overcome the gap in studies that facilitate students' learning.

Canvases of Professional Erudition in STEAM Education

The delivery of instruction in Science, Technology, Engineering, Art, and Mathematics (STEAM) requires layers upon layers of professional knowledge concerning STEAM pedagogy, methodologies, technology, and active involvement strategies to support student learning. A professional understanding of these critical areas is relevant for supporting student learning and is germane in actively involving parents in STEAM learning. While educators commonly engage in professional development opportunities, professional development is principally singular and typically ends without continuance or re-examination. Professional learning, on the other hand, is ongoing and revisits professional growth needs for educators. In this article, the researcher utilized targeted professional growth needs for STEAM educators that included qualities of site-based professional development and professional learning referred to as professional erudition. This study employed targeted professional erudition for providing high school science teachers skills related to constructivism, experiential learning, communications and dialogue, reflection and self-evaluation, and active parental involvement. Students and parents participating in the study maintained journals regarding their experiences during science inquiry learning and teachers maintained journals concerning their experiences and perceptions regarding targeted professional erudition. Qualitative data indicated providing professional erudition for STEAM teachers results in authentic professional growth, improved communications, and skills and strategies for supporting participatory science learning.