SEAQIS Journal of Science Education
SEAQIS Journal of Science Education is a scientific publication issued by SEAMEO Regional Centre for QITEP in Science. It is published twice a year, June and December. It publishes articles in the area of science education, including research articles and review articles. This journal is the authoritative voice in the science education field, covering the science curriculum, instruction, learning, policy, and preparation of science teachers to advance knowledge of science education theory and practice. The journal focuses on the teaching and learning of science in a school setting ranging from primary school to secondary education.
Articles
25 Documents
<![CDATA[Implementation of Science and Technology Concepts in Blind Stick STEM Project through the Engineering Design Process ]]>
<![CDATA[Lukman Nulhakim]]>;
<![CDATA[Reza Setiawan]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[STEM education plays an important role in developing the 21st-century skills of the students moreover it can also increase students' understanding of science and technology concepts and how to apply their knowledge to solve a real-life problem. The improvement of students' increased understanding of concepts is hypothetically linked to the engineering design process that happened in STEM learning. This study aims to identify how students apply their prior science-technology concept to develop a smart blind stick through the engineering design process (EDP). The descriptive case study method includes direct observations, interviews, and documentation analysis in 3 STEM lessons of 30 high school students were conducted. During three STEM lessons, students are improving their skills to apply their prior science concepts to solve the challenge, students also introduce to knowledge of coding in order to develop a smart blind stick project. This study shows an example of how the engineering design process facilitates the application of science-technology knowledge in solving given problems. To support the learning process the teacher uses scaffolding techniques and optimizes the engineering design process, especially at the research step.]]>
<![CDATA[Automatic Trash bin Arduino Project (ATAP) : Enhancing Computational Thinking Skills Through STEM Learning ]]>
<![CDATA[Lia Laela Sarah]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[Computational Thinking is nowadays the fifth of twenty-first-century skills for every individual. Two main approaches to enhance Computational Thinking Skills (CTS) are computer-based and unplug activities. In this study, computer programming exercise was embedded in STEM Learning Using Automatic Trash bin Arduino Project (ATAP). Observations of student’s activities, products, and students’ worksheets were collected and analyzed in accordance with Portfolio assessment rubric consist of some indicator and criteria to get the figuring of student’s computational thinking skills. Based on the data, there are enhancement of Computational Thinking Skills (CTS) during the lesson of ATAP STEM Learning. The CTS was getting better enhancement are abstraction, pattern recognition and decomposition but algorithm design were considered need more time to practice. In addition, the results showed that learning cognitive outcomes with normalized gain <g> valued at 0.66 with average category. These indicates that STEM Learning Using ATAP have positive effect to enhance learning effectivity and Computational Thinking Skills. But there are still need many improvement especially in learning material like module, worksheet and implementation Keywords: ATAP, STEM Learning, Computational Thinking Skill]]>
<![CDATA[Developing Sustainability Literacy Through STEM Learning: A Review ]]>
<![CDATA[M. Haidar Helmi]]>;
<![CDATA[Elly Herliani]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[The future of human life is not only full of potential and development but also of challenges. Global challenges that will be faced start from the environmental crisis, poverty and social problems. The UN has formulated bold goals through 17 targets in the Sustainable Development Goals to deal with this sustainability problem. The education sector is a milestone in achieving these goals. Through education, sustainability can be achieved among other things by integrating design thinking into STEM learning which can promote sustainability literacy. This opportunity need to be follow up to develop Sustainability Model of Design Thinking as one innovation to enhance sustainability literacy.]]>
<![CDATA[Perception and Motivation of Female and Male Students Toward STEM in Indonesia ]]>
<![CDATA[Septian Karyana]]>;
<![CDATA[Elly Herliani]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[The aim of this research is to find out the differences of male and female lower secondary school students on the aspects of perception, motivation, and interest in the field of STEM. The sample of this study consists of 370 middle school students in various province in Indonesia who had experience in STEM learning with teacher who had participated SEAQIS STEM training. The instrument used in this study was five scales Likert of SEAQIS STEMs Survey (SS-STEMs), which cover perception and motivation toward Science, Technology and Engineering as well as Mathematics. The instrument was validated by Rasch Model approach using Winstep v 3.7 and was found that it compatible with the model. Winstep software v3.73 was also used for data analysis. It was found that: (1) There is a significant difference between male and female students in the aspects of perception toward mathematics subjects; (2) There is no significance difference between male and female students in the aspects of motivation towards all subjects.]]>
<![CDATA[Implementation of STEM Local Context in Indonesia ]]>
<![CDATA[Elly Herliani]]>;
<![CDATA[Lukman Nulhakim]]>;
<![CDATA[Septian Karyana]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[This study aims to analyze the ability of teachers in implementing Local Context STEM learning in the classroom. This research used a qualitative design and a multi case study method of the implementation of STEM learning for elementary, junior high and high school teachers in several cities in Indonesia who participated in the STEM Local Context training. Data were collected through learning observations and interviews as triangulation. The results showed 1) the teacher was able to identify local issues for STEM learning; 2) Engineering Design Process (EDP) as one of the characteristics of STEM learning that can integrate concepts to solve local issues has been illustrated in the lesson plans, 3) teachers are relatively able to implement STEM learning according to the lesson plans; 4) the teacher facilitates students so that they are able to carry out EDP relatively independently; 5) generally the products development is done in the form of homework which is monitored via WhatsApp as a solution to time constraints and other technical aspects that are not easy to do at school; 6) products resulting from STEM learning are varied and reflect local issue-based innovations; 7) get a positive response from students and improve their ability to solve problems; 8) teachers receive good support from school principals and peers in the form of permission to adjust learning schedules and technical support during the implementation of STEM learning.]]>
<![CDATA[Improving the Science Process Skills of STEM Students through Personality-based Approach ]]>
<![CDATA[Leo Peter Dacumos]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[Scientific process skills (SPS) include skills that every individual could use in each step of his/her daily life by being scientifically literate and increasing the quality and standard of life by comprehending the nature of science (Aktamis and Ergin, 2008). The study aimed to investigate the impact of the Personality-based Approach (PBA) on the integrated science process skills (SPS) of grade 7 science, technology, and engineering (STE) students as compared to the conventional learning approach. A two-grouped quasi-experimental design with pretest and posttest was used in this study. This method consisted of two instructional groups (control group in conventional learning approach and experimental group in Personality-based Approach), and repeated testing (pretest and posttest) on students’ science process skill competency level. Results showed Grade 7 students of Baguio City National Science High School have an overall performance exceeding average achievement. Individually, the experimental group who was given the personality-based approach (PBA) performed high with their science process skills while the control group which was given with the conventional approach have typical science process skill levels. When compared, the experimental group have better performance in the skills where students are to prepare research proposals than their counterpart in the control group. However, in terms of the experimentation process down to creating models, the two groups do not differ.]]>
<![CDATA[Using of Game-based learning via Facebook Live to Enhance Distance Learning in the Time of COVID-19 Pandemic ]]>
<![CDATA[Nisakorn Saengprachum]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[The use of current and emerging platforms in education is becoming an intriguing topic among educators and educational institutions. Using live-stream media like Facebook lives can provide a more intimate level of engagement with audiences. Besides, the use of games in education plays a vital role in engaging students by encouraging a hands-on approach. This study aimed to investigate implementing a game-like via Facebook live feature as a supportive science learning tool. This study examined how Thai secondary school teachers and students performed and interacted with five live-streaming activities. In each live-stream activity, the participants needed to answer ten questions in the scheduled time. The resource used for posing questions is secondary school science materials related to the Thai Basic Education Core Curriculum's learning standard. The participants were required to join the live-stream video as well as answer ten questions in real-time. All participants were provided materials uploaded on the Facebook wall two days before the live-streaming day. The result of this study showed that the number of participants who scored more than the given criteria had steadily increased, suggesting that the Facebook live feature is a useful tool for learner engagement. It indicates that the Facebook live feature increases students' motivation and attention since it can enhance visual skills, improve students' interaction and collaboration abilities with their peers.]]>
<![CDATA[Effectiveness of Whole Brain Teaching Style in Enhancing the Academic Performance of Grade 11 Students in General Chemistry I ]]>
<![CDATA[Jennilee Abrenica]]>;
<![CDATA[Jan Darell Casuncad]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[Abstract – This study aimed to determine the effectiveness of Whole Brain Teaching (WBT) Style in enhancing the academic performance of students of Don Ramon E. Costales Memorial National High School, Villasis, Pangasinan, Philippines in General Chemistry I. These were the findings: (1) WBT Style is an effective instructional strategy which enhanced the academic performance of students in General Chemistry I. (2) There was a significant difference between the performance of students taught using WBT Style and students taught using the traditional method in terms of their posttest mean scores (3) There was a significant difference in the mean scores change of the students after the WBT style was done. Results of the study showed that students enjoyed the WBT style of teaching. They also said that it was a fun method and it kept them alert in class. The students preferred the WBT style than the usual lecture-discussion type of teaching. Keywords – Whole Brain Teaching, academic performance, effectiveness, mean scores, science curriculum, General Chemistry I, pretest, posttest]]>
<![CDATA[Through the teacher’s lens: Evaluation of the project-based curricula of Philippine and Japanese science high schools ]]>
<![CDATA[Leo Peter Dacumos]]>;
<![CDATA[Masakazu Kita]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[Specialized science, technology, engineering, and mathematics (STEM) high schools provide intensive learning experiences for advanced learners. At the core of these STEM schools is a project-based (research) curriculum that aims to foster research culture among learners, creating critical thinkers and problem-solvers, preparing them to be globally competitive STEM professionals in the future. The Philippine STEM junior high schools system and Japan’s Super Science High (SSH) are amongst implementers of the project-based (research) curricula. Hence, this paper sought to conduct a critical review of these project-based curricula through quantitative analysis of Filipino and Japanese teachers’ perceptions of its effectiveness along the four dimensions of Tyler’s Objective-centered Model for curricular evaluation. Findings show similarities and significant differences in the perception of the project-based curricula' effectiveness between Filipino and Japanese teachers along the four dimensions of Tyler’s Objective-centered Model: (1) learning objectives; (2) learning experiences; (3) organization of learning experiences; and (4) evaluation methods.]]>
<![CDATA[The Metacognitive Strategy of Chemistry Teacher Candidates in Chemistry Reading Activity ]]>
<![CDATA[Benny Yodi Sawuwu]]>
<![CDATA[ SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education ]]>
Publisher : <![CDATA[SEAMEO QITEP in Science ]]>
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<![CDATA[This qualitative study was conducted to explore the metacognitive strategy of chemistry teacher candidates in reading activities of a chemical article. There were 15 female chemistry teacher candidates voluntarily on this research from a public university. A chemical article that fulfilled some characteristics was used to stimulate the metacognitive activity, and 25 open-ended questions were posed for self-interviewing to reveal the metacognitive aspects. A think-aloud protocol was conducted during the reading activity. All reading activities were recorded and transcripted. Transcription of the think-aloud activity was considered to the reading rate to classify the think-aloud style into less think-aloud, formal think-aloud, and critical think-aloud. The reading pattern and data from self-interview showed that these three styles of think-aloud had different strategies on chemistry reading activity. The planning and evaluating activity determined the strategy chosen on reading. The monitoring activity was contributed by terms and chemical representatives used on the article.]]>
