High School Science Research Articles

Coral Diseases: Incorporating Scientific Research and Authentic Learning into the High School Science Classroom

Coral Diseases: Incorporating Scientific Research and Authentic Learning into the High School Science Classroom

Android-based Interactive Learning Media for Junior High School Science: Improving the Achievement of Independent Curriculum

Android-based Interactive Learning Media for Junior High School Science: Improving the Achievement of Independent Curriculum

FLIPPED CLASSROOM MODELS IN SCIENCE EDUCATION: INCREASING STUDENT ENGAGEMENT THROUGH INTERACTIVE DIGITAL CONTENT

This study examines how flipped classroom formats affect students' involvement in scientific classes in high school, with an emphasis on the use of interactive digital information. The flipped classroom approach has gained popularity as a cutting-edge teaching strategy because it flips traditional methods of instruction by bringing online instructional information outside of the classroom and bringing in-class active learning activities. This study explores how integrating interactive digital resources into the flipped classroom format can improve student engagement, comprehension, and memory of difficult scientific concepts. Examples of these tools include simulations, video tutorials, and online quizzes. Data were gathered from a sample of high school students and science teachers across different schools using a mixed-methods approach. Pre- and post-intervention surveys measuring student involvement were used to collect quantitative data; interviews and classroom observations were used to collect qualitative data. The findings reveal that using interactive digital information in the flipped classroom paradigm significantly increases student engagement, with students demonstrating more interest and participation in science lessons. During class activities, teachers noted increases in their students' comprehension and teamwork. The study comes to the conclusion that by actively immersing students in the learning process and encouraging a deeper comprehension of scientific topics, the flipped classroom model, when combined with interactive digital resources, offers a potential method to improve science teaching.

메이커 교육을 적용한 과학 영재 교육프로그램 개발 및 적용

Objectives The purpose of this study was to explore the possibility of applying maker education as a regular curriculum activity. Methods For this purpose, 26 students in the third grade of G Science Gifted School in Gyeonggi-do, Korea, were applied to regular curriculum classes, and conversation recordings and activity reports were collected. The students' conversations were transcribed and analyzed to identify the step-by-step characteristics of maker activities, and the characteristics of maker competencies expressed by the students were analyzed based on the maker competency model. Results Through this, it was confirmed that the expression of competencies such as intuitive thinking was remarkable in the science gifted high school students who were studied, and the expression of enjoyment competencies for maker activities was insufficient. In addition, through activity interviews, it was confirmed that there was a positive effect in terms of improving students' tool dependence and collaboration, sharing, and communication, but it was confirmed that there was a need for supplementation, such as excessive time required for maker activities and poor device accuracy. Conclusions This study analyzed the characteristics of maker competencies expressed by high school science gifted students in maker education activities, and suggested educational implications for applying maker education to regular curriculum.

The Status Of The Integration Of Technology Into Junior High School Science Teaching In Wa Municipality

The Status Of The Integration Of Technology Into Junior High School Science Teaching In Wa Municipality

Science Teacher Competence and Implementation of Authentic Learning Approach in Online Learning Modality and Student Academic Performance in Science

The science curriculum is designed to be learner-centered, constructivist, and inquiry-based, using evidence to build explanations. This study aimed to investigate the competence level of teachers in the implementation of an authentic learning approach. It employed a quantitative descriptive correlational design using an online survey among grade 10 junior high school science teachers and students from seven (7) private schools in Butuan City during the academic year 2021-2022. Results consistently indicated high teaching competence among science teachers in most schools; however, certain indicators such as gamification, Phet simulations, and conducting small-scale research still need to be implemented in some schools. Significant differences in competence and implementation of authentic learning approach were noted based on schools, attributed factors such as the use of learning management system, resource availability, and online training for teachers. Moreover, a significant relationship was found between the competence of teachers and the implementation of an authentic learning approach. The study also found a commendable level of proficiency in the academic performance of students. However, no significant relationship was observed between teacher competence and the implementation of an authentic learning approach to students' academic performance. These findings suggested that students cultivated a sense of independence in their learning process. It emphasized that empowering students to take ownership of their learning journey and leveraging teachers' expertise as facilitators lays the foundation for enhanced academic success in science education.

THE DESIGN OF AN INSTRUMENT TO ASSESS COGNITIVE LEVELS OF INFORMAL INFERENTIAL REASONING IN HIGH SCHOOL PHYSICS

Informal logical reasoning (English Informal Inferential Reasoning, IIR) is a cognitive process, the main characteristic of which is to take into account the student's environment, informal and formal reasoning, and the latter, as a rule, is promoted in high school science courses such as physics, and in courses that are developed and consolidated during adolescence. The study aims to consider the construction of methods for measuring IIR with elements based on the educational goals of the Marzano and Kendall taxonomy, which are detailed in terms of the performance that must be achieved in each cognitive process. Similarly, the key concepts of physics are considered from the topics of Uniform Rectilinear Motion (URM) and Uniformly Accelerated Rectilinear Motion (UARM). The method was evaluated by 12 experts for understanding and relevance, and a pilot test was conducted with a sample of 212 high school students aged 15 to 18 years. The results showed the reliability and reliability of the method (V Aiken = .73) to evaluate the cognitive processes necessary for the study of physics. This experiment is a useful method for teachers who want to adapt the thematic content of the curriculum to gradually encourage cognitive processes, ranging from recall to analysis and use of knowledge.

Reading Comprehension Levels and Skills of Filipino Grade 8 Students: A Basis for Catch-up Friday Activities

Despite the global emphasis on literacy, the Philippines continues to lag in reading proficiency, as evidenced by international assessments. A new program, "Catch-Up Fridays," has been introduced by the Department of Education, providing dedicated time for students to focus on improving their reading skills and addressing gaps in comprehension. This research aims to identify specific areas needing intervention to improve students' reading skills and to enhance their critical 21st-century skills such as critical thinking, problem-solving, and effective communication. Specifically, this study investigated the reading comprehension levels and skills of Grade 8 students at Baguio City National Science High School, focusing on the impacts of gender and the use of English as a primary language at home. Employing a quantitative descriptive research design, the study assessed 150 students using a questionnaire adapted from the Philippine Informal Reading Inventory (Phil-IRI). Results indicate that most of the students are at the instructional (48.67%) and independent (48.00%) reading levels, with a mean comprehension score of 79%. Gender analysis reveals males generally outperform females, while language analysis shows students using English at home have higher comprehension levels than their peers. The least mastered skill is using context clues, with inferential skills such as predicting outcomes and making inferences also needing improvement. The findings emphasize the need for targeted interventions to address least mastered skills, particularly for students at the frustration level, and highlight the importance of addressing gender disparities and supporting non-English-speaking students.

Competence of Junior high Schools' Science Teachers in Implementing Laboratory Teaching: A Case Study on Palu, Centre Celebes

This research investigates the competence of junior high school science teachers in Palu City, Indonesia, regarding laboratory teaching. The study aims to assess teachers' abilities in planning, implementing, and evaluating laboratory-based learning. Data were collected through observations, document reviews, and interviews with science teachers across six public junior high schools. The findings reveal that all schools engage in laboratory learning to some extent, with varying degrees of success. Teachers often create their own worksheets or use existing guides from science kits. Challenges identified include insufficient laboratory space, incomplete equipment, and a lack of dedicated laboratory assistants. Despite these obstacles, science teachers collaborate to ensure effective laboratory learning, highlighting the need for improved resources and support to enhance the overall quality of science education. The study concludes that while teachers demonstrate competency in laboratory teaching, further development is needed in creating practicum guides, conducting experiments, and assessing student skills. Future research should explore the impact of teacher competence on student learning outcomes in laboratory settings.

Kadahilanan, Kaakuhan, and Kaunawaan: Yielding the Unheard Narratives of Student Atheists in a Science High School

Kadahilanan, Kaakuhan, and Kaunawaan: Yielding the Unheard Narratives of Student Atheists in a Science High School

Adequacy, Utilization of Laboratory Equipment and Performance of Junior High School Science Teachers

This research aimed to determine the relationship between laboratory equipment adequacy and utilization, and the performance levels of Science teachers in Malapatan Municipality. A descriptive quantitative approach was employed, utilizing surveys and observations to collect the data from 13 teachers across three districts, Malapatan Districts 1, 2 and 3. The study revealed that most teachers have Master of Arts in Education degrees in Science, a significant portion lacks in-service training, potentially limiting their effectiveness in using laboratory resources and teaching methods. The deficiency in Biology, Chemistry, Earth Science, and Physics equipment hinders Grade 9 Science teachers' ability to conduct hands-on experiments and practical demonstration crucial for teaching these subjects. Classifying skill shows high extent in utilizing the laboratory equipment while Observing, Inferencing, Experimenting, Predicting, Communicating, and General Questions require improvement. In terms of teaching performance, teachers excel in Physics but need improvement in Earth Science, Chemistry, and Biology. The weak positive correlation between equipment adequacy and teacher performance needs to be improved, indicating that additional factors such as teacher skills and resource availability play significant roles. The researcher developed a comprehensive and effective professional training program for science teachers to effectively utilize laboratory equipment and incorporate science process skills into teaching methods.

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

This research paper investigates the effectiveness of a targeted reading intervention program, referred to as Project HOFOMI, on improving the reading comprehension levels of Grade 10 learners. The study employed pretest and post test assessments based on the Reading GATES survey to evaluate changes in students' comprehension abilities before and after the intervention. The results demonstrate a significant enhancement in reading comprehension skills among Grade 10 learners following the implementation of Project HOFOMI. Specifically, a notable shift was observed from Grade 9 to Grade 10 reading levels, indicating the program's success in elevating learners' proficiency. Statistical analysis confirms the substantial impact of Project HOFOMI, with post test scores showing a significant increase compared to pretest scores. Moreover, qualitative feedback from participants highlights high levels of satisfaction and perceived effectiveness of the intervention in fostering comprehensive learning and personal growth. The findings underscore the importance of evidence-based educational interventions in addressing specific learning needs and promoting skill development among students. Recommendations include further investigation into improving outcomes for higher-grade levels and the continuous monitoring and adaptation of intervention strategies to ensure sustained progress in reading comprehension skills.

Who teaches place-based education: identifying relationships between environmental value orientation and pedagogical values

Place-based education (PBE) offers teachers a unique opportunity to increase engagement and academic outcomes while strengthening students’ connections to their environment and inspiring future conservation. In most instances, classroom teachers must independently choose to implement PBE, such as when discussing topics surrounding wildlife and the environment. Environmental values orientations of teachers may explain teachers’ implementation of PBE. Through thematic analysis of phenomenological interviews with 11 middle and high school science teachers in Colorado we identified their environmental value orientations. We found that teachers with predominantly mutualist environmental value orientations were associated with high levels of implementation. Our findings can inform professional development of teachers learning about the relationship between PBE and pro-environmental value ­orientations and behaviors among future generations.

Brushstrokes of Thoughts and Perceptions in Science Learning

According to J. Epstein’s (2022) Theory of Overlapping Spheres of Influence, three influential spheres are symbiotic and overlap: school, family, and community. Social networks and social capital are rendered through the implementation of cooperative, interactive partnerships among families, educators, and communities when they are centered on children's growth and development. Additionally, L. S. Vygotsky’s (1978) Theory of Cognitive Development asserts social interaction between learners is central to learners developing understanding, as concepts are first formed on the social level followed by the individual level. This qualitative research study examined the thoughts, perceptions, and acuities of students, parents, and teachers as they partnered during high school science inquiry investigations and their perceptions regarding social interactions and cognition. This qualitative phenomenological study examined the development of social skills in students and influencing factors in motivating students to take ownership of the learning. This study also examined the assimilation and accommodation of cognition in study participants’ perspectives as they engaged in scientific, experiential learning with implications for Science, Technology, Engineering, Art, and Mathematics (STEAM) teaching and learning.

Self-Perceived Assessment Skills and Professional Learning Priorities of Filipino Secondary Science Teachers in Flexible Instruction Delivery

As a context-dependent process, the role of assessment in the practice of flexible instruction delivery during the onslaught of the COVID-19 pandemic paved the way to rethink teachers’ assessment practices that respond to the demands of the context. This further forced teachers to capacitate themselves with the new platforms for assessing students’ learning and engagement. This descriptive study aimed to delineate Junior High School science teachers’ perceived assessment skills and professional learning priorities and preferences in the areas of assessment in flexible instruction delivery. Results uncovered that they generally perceived themselves as proficient in all the surveyed assessment skills and responsibilities, having the foundation of assessment dealing with the traditional nature of assessment strategies and their purposes, as the area in which they are more skilled. Regarding professional learning priorities on assessment, they deduced moderate interest in integrating and communicating assessment practices and aligning current assessment theories, principles, and practices. This further implies that they pay interest not only in learning the contemporary approaches to assessment but still the traditional tasks and responsibilities associated with it. In the delivery of professional learning activities, professional development activities in person are still the most preferred mode.

Understanding the Process of Changes in Science Beliefs and Classroom Practices from Immersive Research Experience for Science Teachers

This study explored 8 high school science teachers’ experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: self as educator, self as learner, self as researcher. The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction.

The impact of high school science pedagogies on students' STEM career interest and on their ratings of teacher quality

The impact of high school science pedagogies on students' <scp>STEM</scp> career interest and on their ratings of teacher quality

HYDRA: A Board Game for Disaster Risk Knowledge, Awareness and Preparedness on Hydrometeorological Hazards

The inclusion of DRR education in the curriculum has been part of the response of the government to the increasing threats of disasters in the Philippines. Yet it was found out that students are still mostly uncertain when a disaster occurs, more specifically on evacuation plans, hazards and disaster-prone areas . This study aimed to develop an instructional material to increase the knowledge, preparedness, and awareness towards hydrometeorological hazards of Grade 11 students in Caloocan City Science High School. The Hydrometeorological Disaster Risk Awareness board game (HYDRA), was first evaluated by seven DRRR experts and Science teachers using the DepEd LRMDS evaluation tool, before it was implemented to the Grade 11 students. Data were collected from 20 participants using a 20-item test questionnaire and a 16-item survey form. The results of the pretests and posttests have shown significant differences with large effect sizes, which implies that the game has significantly increased the students’ disaster risk knowledge (p 0.001; d = 1.5), preparedness (p 0.001; d = 1.92), and awareness (p 0.001; d = 1.96). The game also received an overall evaluation rating of 3.99 out of 4, which means that it met the criteria for an appropriate instructional material. These findings suggest that HYDRA can be used as an alternative educational tool in teaching DRRR.

Rain Gardens and Rain Gauges: Students Get Hands on With Data While Evaluating Green Infrastructure at Their School.

Two modules were designed for high school science students to investigate the performance of a rain garden installed on school property. The rain garden, a green infrastructure system which allows soil infiltration, was installed to reduce impacts to urban streams and can increase the community's resilience to flooding. By involving students in the analysis of this mitigation strategy, students learned new technical skills, gained varied experiences in collecting and analyzing data, were exposed to new STEM careers, and learned about local issues that impact their community while collaborating with local professionals. In each module, students used their authentic data to address research questions. In the first module, students conducted a land survey and calculated the volumetric capacity of the rain garden. In the second module, students collected rainfall data using rain gauges and analyzed various aspects of rainfall collection. Although these modules were focused on a rain garden already installed on school property, they can be implemented at schools without this mitigation strategy present. The surveying module can easily be applied to measure any land surface feature, and the rain gauge module can be implemented anywhere as it is focused on rainfall collection.

A Study on English Vocabulary Learning Strategies of Çankırı Karatekin University Students

Purpose: The study aims to determine which and which of the English vocabulary methods are used, as well as whether the student has his/her own learning discipline, whether he/she has knowledge about vocabulary learning strategies, and whether he/she is familiar with traditional and modern methods. Method: In this study, quantitative research method was used, the "Vocabulary Learning Strategies Use Scale", which was used to determine the vocabulary learning strategies used by students in their English language acquisition, was administered to 623 participants studying at Çankırı Karatekin University 1st grade in the fall semester of the 2022-2023 academic year. Findings and Implications: In line with the findings, female participants used note-taking and repetition strategies more than male participants. Students whose mothers received graduate education used executive cognition and organizing strategies more than students whose mothers did not. Students who graduated from science high schools use repetition strategies more than students who graduated from other types of high schools. The average score of students who graduated from high schools in the Southeastern Anatolia region is higher than students who graduated from high schools in other regio Result: It shows that female students, students whose mothers have postgraduate education, and students who graduated from science high school use vocabulary learning strategies more. Originality: The study has a unique value in terms of shedding light on issues such as whether the student has own learning discipline, whether he/she is familiar with traditional and modern methods, whether he/she uses technology to improve his/her vocabulary, as well as which of the English vocabulary learning methods are used.