The demands of today's workforce for knowledge and flexible, cross-disciplinary skills have changed. Through problem-based learning, students can develop the skills necessary for a range of careers. This kind of research employs a pretest-posttest control-group design and is a quasi-experiment. One hundred and twenty-nine students from SMA Negeri 1 South Dampal XI MIPA class made up the study population. Simple random sampling was used to produce the sample. Thirty-two students from class XI MIPA 1 made up the experimental group, while 32 students from class XI MIPA 4 made up the control group. Students using the problem-based learning implementation model exhibited science process abilities with an effect size of 8.92 (M=71.84, SD=7.956), whereas those using the discovery learning model had an effect size of 8.33 (M=72.34, SD=7.872). For both the problem-based learning implementation model (M = 77.03, SD = 3.961) and the discovery learning model (M = 77.62, SD = 2.738), the effect size value of students’ metacognitive awareness was 5.56. An independent-samples t-test indicated that the difference between the two groups was not statistically significant (t(62) = 0.67, p > 0.05). As a result of the problem-based learning approach, students' science process skills in the salt hydrolysis material improved significantly. Their metacognitive awareness of the material was affected, and there is a positive correlation between students' science process skills and their metacognitive awareness.
Research on identifying 4C skills using the Pj4CS model remains limited, especially in biology education. Preliminary studies indicate that the 4C skills of prospective biology teachers still need improvement and optimal utilization in classroom learning. This study aims to analyze the potential of the Integrated Project-Based and 4C-Scaffolding (Pj4CS) model to increase global 4C skills (Critical Thinking, Communication, Collaboration, and Creativity). This research type is a quasi-experiment. The research instrument was valid and reliable before data collection. The research results showed differences in 4C skills between the pretest and posttest in the Pj4CS model. The t-test results showed significance at the 0.000 level for critical thinking, communication, collaboration, and creativity. A significance value of less than 0.05 indicated that the Pj4CS model effectively improved students’ critical thinking, communication, collaboration, and creativity. Providing appropriate scaffolding in project-based learning helps students produce more creative project products. The Pj4CS model has been shown to positively impact improving aspects of critical thinking, communication skills, collaboration skills, and creativity, which are important life skills that must be developed in today's learning. Students are trained to develop critical thinking and communication skills through collaborative project design. The syntax of the Pj4CS model positively empowers 4C skills in biology learning. The research concludes that the Pj4CS model can improve 4C global skills (critical thinking, communication, collaboration, and creativity).
This study examines the role of conservation education in moderating the relationship between pro-environmental behavior and sustainable lifestyles among students at Semarang State University, Indonesia. The findings indicate that conservation education does not significantly moderate this relationship, suggesting that while students develop pro-environmental behavior, it does not necessarily lead to a sustainable lifestyle. The R-Square test results show that the model explains 45.7% of the variance in sustainable lifestyles, while external factors influence 54.3%. Discriminant validity analysis confirms that the constructs used meet the necessary validity criteria. Several factors may contribute to the limited moderating effect of conservation education, including curriculum limitations, insufficient behavioral interventions, and students' pre-existing environmental attitudes. While environmental education increases knowledge about sustainability, it does not automatically translate into behavioral change. To enhance its effectiveness, conservation education should incorporate experiential learning, hands-on activities, and social reinforcement mechanisms. Universities can implement service-learning projects, eco-campus initiatives, and internships with environmental organizations to bridge the gap between knowledge and action. This study highlights the need for a multi-dimensional approach to sustainability education. Future research should explore longitudinal studies to assess long-term behavioral changes and examine additional institutional and social factors that influence sustainable lifestyles. These findings contribute to the ongoing discourse on sustainability education by emphasizing the importance of integrating theoretical knowledge with practical applications to foster meaningful environmental behavior change.
To align with Assessment and Teaching of 21st-Century Skills (ATC21S), especially in the area of Critical Thinking Skills (CTS), it is crucial to embrace educational innovations that depart from traditional approaches and to incorporate technological advancements into the educational process. This study seeks to (1) elucidate how the PBL model, with the support of PHysBook, is employed to enhance students' CTS, (2) delineate the enhancements in students' CTS resulting from the implementation of the PBL model with PHysBook assistance, and (3) characterize the student responses following the adoption of the PBL model supported by PHysBook to boost learners' CTS. This research follows a true experimental design with randomly assigned subject control groups and pre-test and post-test evaluations. The study encompassed 140 tenth-grade high school students, with a sample size of 104 students. The assessment of student activity in the control class has sufficient categories—the value of observation of student activities on CTS in the high category. There is a difference between O1 and O2 in class with the PBL model assisted by PHysBook in improving CTS with an increased rate in the high category with strong effect scores. The incorporation of PBL learning with PHysBook assistance to enhance CTS garnered positive feedback from students, making it a valuable innovation in the realm of education. In light of the study's limitations, it is recommended that future researchers explore similar investigations in different educational institutions or at various academic levels to compare the outcomes of CTS improvement.
The research aimed to test the effectiveness of problem-based learning in improving science problem-solving skills through a meta-analysis of summary effect-size data. The sample in this study included 25 articles that discussed learners’ science problem-solving skills through problem-based learning (PBL) application at the primary, lower secondary, upper secondary, and university levels. The fields of study include integrated science, physics, chemistry, biology, and ICT. This study used the group contrast meta-analysis method. The research consisted of an effect size analysis of the experimental and control classes of articles. The analysis used JASP software to test heterogeneity, summary effect size, and publication bias. The results showed that the summary effect size using the random effect model was 1.33, with a lower limit interval of 0.58 and an upper limit interval of 2.08. This value is in the high category with Cohen's U₃ (%) 90,82%. Therefore, it can be concluded that problem-based learning is effective for improving science problem-solving skills. The overall moderator test shows that educational level (p > 0.05) and science discipline (p > 0.05) do not have significant differences. Thus, the level of education and scientific disciplines in the application of PBL does not affect problem-solving skills. Therefore, PBL can be applied at various levels of education and scientific disciplines. The novelty of this study is that there are significant differences between individual studies (p < 0.001), which indicates the possible influence of other factors or variables that occur during the implementation of PBL in the classroom.
Educational institutions and organisations around the world recognise the STEM (Science, Technology, Engineering and Mathematics) and STEAM (A for Arts) paradigms as appropriate frameworks for achieving the key competences needed for the 21st century. However, there are ongoing debates within them and different methodologies to address these debates. First, this work aims to analyse these debates and the diversity of methodologies proposed through a narrative review of the literature following a qualitative content analysis methodology. Secondly, a new framework, STEAM-5E, is proposed to address this complexity. Its basic pillars are the 5E methodology, the integration of STEAM disciplines broadly, the development of creativity across its multiple facets, special consideration for equity, and the search for learner motivation through inquiry, manipulative activities, and collaborative work. Metacognitive and dialogic processes mediate all learning. Collaboration between researchers and teachers is particularly relevant, according to the basic principles of Design-Based Research, to develop classroom materials adapted to their real context. Several tools are included for implementation evaluation and assessment. Finally, a STEAM-5E project designed for upper primary education (9-11 years old) is presented, along with evidence of its validity and effectiveness. This model could serve as a guide for teachers and researchers in creating and evaluating new STEAM projects.
This study presents a bibliometric analysis of cognitive regulation models in science education, focusing on STEM (Science, Technology, Engineering and Mathematics) contexts between 2004 and 2024. Using the Scopus database and VOSviewer (version 1.6.17) and Bibliometrix (RStudio version 4.4.1), we identified Self-Regulated Learning (SRL) as a key theme, strongly linked to motivation, self-efficacy and academic performance. Emerging areas—such as emotional regulation and digital learning environments—highlight the field’s response to challenges such as the COVID-19 pandemic. Key findings emphasise that integrating learning analytics, blended instruction, and formative assessments can enhance SRL outcomes in both traditional and online settings. However, emotional regulation and SRL application in large-scale online platforms remain underexplored. We conclude that personalised feedback and metacognitive strategies are vital for improving learners’ self-regulation. Future studies should focus on emotional regulation, technology-driven interventions, and interdisciplinary approaches to foster student success in STEM.
In the era of the Industrial Revolution 4.0, Outcome-Based Education (OBE) has been adopted worldwide to meet the growing demand for engineering graduates with the knowledge, skills, and attitudes to solve complex engineering problems. In this work, a methodology is presented for designing, implementing, and assessing students’ performance in a Complex Engineering Problem group project, in accordance with the guidelines of the Board of Accreditation for Engineering and Technical Education (BAETE) in Bangladesh. The mapping of course outcomes (COs) to programme outcomes (POs), the knowledge profile, attributes of complex engineering problem-solving, and complex engineering activities is presented. The design and implementation of an effective assessment key to measure students’ performance is presented using a case study in the Microprocessor and Embedded System course in the Electrical and Electronic Engineering programme. This contribution will be very useful to the teaching community in developing the OBE curriculum as well as researchers in the field of engineering and technical education.
Scientific reasoning skills (SRS) have become essential abilities for the 21st century. Scientific reasoning skills constitute a set of interrelated cognitive processes that underpin effective science learning. This study aims to analyse SRS through a systematic literature review from the years 2014 to 2023. This study conducted a systematic literature review using the PRISMA approach. Document searches were conducted using the keywords "Scientific Reasoning Skill" "Scientific Reasoning Competence" "Scientific Reasoning" or "Scientific thinking" "science education" "science learning" "social science" or "science" or "education" through the Scopus database. A total of 43 documents were analysed as the final data in this study. The results of the study indicate that SRS research in science education became the most published research category in 2021. The use of Lawson's Classroom Test of Scientific Reasoning (LCTSR) is the most dominant instrument used by researchers in measuring SRS. In terms of strategies that can be used to facilitate the SRS, it is through inquiry-based learning that students are encouraged to actively explore, question, and construct their own understanding through investigation and critical thinking rather than relying solely on direct instruction. Given the importance of scientific reasoning skills in science learning, an emphasis on these skills within the science education curriculum is essential.
This research aimed, among other things, to reveal the methods used and the pedagogical approaches preferred by teachers to address courses related to the environment and environmental education. We targeted teachers from three subjects: Life and Earth Sciences (LES), History-Geography (HG), and Islamic Education (IE). One of the research objectives is to characterise the impact of adopting active approaches combined with the contextualisation of environmental education on the acquisition of environmental knowledge and on the development of the willingness to adopt pro-environmental behaviours. To achieve this objective, we conducted a pedagogical intervention within the school's environmental club (Club created by the teachers). The data collection tool consisted of two questionnaires; the first was addressed to a sample of 362 teachers, and the second was intended for a sample of 60 learners (30 learners representing the experimental group, and 30 learners forming the control group). We adopted a descriptive correlational design for the part concerning teachers and a quasi-experimental design for the section reserved for learners. The results allowed us to confirm that the active engagement of learners in contextual, relevant and motivating environmental education programs leads to a significant improvement in the acquisition of environmental knowledge, as well as the development of willingness to act in favour of the environment and adopt pro-environmental behaviours.
This study examined the effect of integrating indigenous knowledge on eighth-grade students' ecology and biodiversity achievement in Injibara, Ethiopia. A nonequivalent pre-test-post-test quasi-experimental research design with a mixed-methods approach was employed. A total of 89 students participated in the study, with two intact classes randomly assigned: 46 students to the control group and 43 to the experimental group. Data were collected using a 25-item Ecology Achievement Test (EAT) and a focus group discussion. The face and content validity of the instruments were confirmed by advisors and subject experts. The internal consistency of the test items was assessed using the Kuder-Richardson formula (KR-20), yielding a coefficient of 0.83. Independent samples t-tests and analysis of covariance (ANCOVA) were used to test the null hypotheses, while means and standard deviations were used to address the research questions. The results showed that the experimental group outperformed the control group in integrating indigenous knowledge. Additionally, the achievement was not significantly influenced by gender, and there was no interaction between gender and the teaching method. These finding suggests that integrating indigenous knowledge into biology instruction enhances students’ academic performance and fosters more effective teaching and learning outcomes.
Despite growing research on Evolution education, limited studies explore how misconceptions about Evolution relate to understanding and acceptance, particularly in the Philippine context. This descriptive-correlational study was participated by 114 senior pre-service science teachers enrolled in five teacher education institutions in the province of Nueva Ecija, Philippines. Results revealed that the respondents have a fairly high level of misconceptions regarding Evolution concepts, as reflected by 70.02 (SD = 7.43) BEL-MIS for the 23 BEL Survey statements with an average of 46.65% misconception rate. Moreover, understanding of Evolutionary theory was very low (ECKT: M = 34.25, SD = 13.76), while acceptance was moderate (MATE: M = 68.41, SD = 9.07). Furthermore, the analysis demonstrated an unexpected positive correlation between three out of five parameters of Evolution-related misconceptions and level of acceptance. This finding implies that even though the respondents have a fairly high level of misconceptions regarding Evolution, they still accept the theory. This result encouraged a holistic approach to studying the relationship of Evolution-related misconceptions to other Evolution education constructs in the future. The findings of the study demonstrated that the level of understanding and acceptance of Evolution are highly and positively correlated with one another. Thus, the result of this study supports the growing literature about the positive correlation between these two variables. The study contributes valuable insights to the Philippine context and highlights the importance of targeted interventions to improve Evolution education among pre-service science teachers.
Teaching resilience to students is essential so that they can thrive in the face of adversity and develop into effective problem solvers. In this study, we developed a resilience intervention programme by using a blog platform and examined its effectiveness among first-year university students enrolled in a basic organic chemistry course. Based on the pre- and post-survey using the Resilience Scale-10 questionnaire, participants in the experimental group reported increased self-determination and adaptability to their new environment following their transition from high school to university life. Moreover, the paired t-test showed a statistically significant difference in participants' resilience levels after participating in the resilience activities (p<.001). Lastly, based on the reflective essays submitted, participants indicated increased motivation and enthusiasm for learning about organic chemistry in the future.
This study examined the representational competence and fluency of preservice science teachers (PSTs) enrolled in a science teacher education program. It compared how these skills influence the understanding of the same cohort of PSTs when teaching concepts in chemistry and physics. Utilising a quantitative descriptive comparative design, the research analyses the participants' ability to effectively use multiple representations (MRs)—comprising graphical, experimental, symbolic, and verbal modes—during lesson presentations. Data from 39 PSTs were collected through video recordings that demonstrate concepts using various representation modes in chemistry and physics. Chi-square statistical analyses revealed significant differences in PSTs' graphical and experimental competence, with no significant differences observed in symbolic and verbal representations. The findings underscore the need for improved pedagogical strategies to enhance representational skills in science education, emphasising the interconnectedness of representational competence and fluency. It calls for targeted approaches in teacher education programs to better equip future educators with the necessary skills to foster effective learning outcomes in science classrooms.
Biodiversity literacy is becoming increasingly important in the era of globalisation to understand and conserve various forms of life on Earth. Education plays a crucial role in improving biodiversity literacy, but this aspect is often underemphasized in formal and non-formal education. This study aims to analyse the strategic role of conservation education in improving biodiversity literacy through a systematic review of 25 relevant articles, selected using the PRISMA framework. These articles were sourced from reputable international journals indexed in Scopus and Google Scholar. The findings indicate that biodiversity literacy can be enhanced through various innovative learning models that integrate technology, such as virtual reality and mobile applications, to improve learning experiences, motivation, and student engagement. However, the study lacks direct empirical measurements of this improvement, highlighting the need for further research to quantify its impact. Additionally, direct learning approaches that incorporate nature-based experiences have been effective in fostering environmental awareness, though this finding is primarily drawn from the literature review rather than new empirical evidence. Integrating biodiversity literacy into curricula through multidisciplinary approaches and local knowledge is also beneficial for promoting students' understanding and conservation behavior. However, challenges such as the lack of appropriate teaching methods and the need for curriculum adjustments persist. To address these issues, a holistic and integrated educational approach is recommended, incorporating technology, hands-on experiences, and local knowledge. By implementing these strategies, conservation education can not only enhance biodiversity literacy but also cultivate a generation that is more environmentally conscious and committed to conservation efforts.
Organic chemistry is a cognitively demanding subject with persistently low student achievement. This review aimed to identify instructional strategies and educational technologies used to improve learning outcomes in organic chemistry across educational levels and learning environments. A systematic review of 40 experimental studies (2014–2023) was conducted using PRISMA guidelines. The analysis revealed that group-based learning, such as cooperative and problem-based learning, is the most frequently used instructional approach to enhance academic performance and retention. Task-based and individual learning strategies were also reported but less common. E-learning technologies were most widely used in high school and classroom settings, while multimedia tools were more prevalent in higher education and laboratory contexts. Representational competence was primarily supported through the use of models. The findings suggest that instructional methods and technologies should be aligned with students' learning needs, content complexity, and context. These results offer practical guidance for improving cognitive outcomes in organic chemistry education.
Creative thinking as a 21st-century skill is fundamental to human development and a catalyst for innovation. Researchers often study it because it encourages students to analyse, synthesise and evaluate information from various angles, which is essential for making decisions and solving complex problems. This study aimed to determine the difference in creative thinking skills between pupils who follow the research-based learning (RBL) and cooperative learning models. Data were collected from 60 primary school pupils using creative thinking skills instruments within a quasi-experimental design. Data analysis involved Analysis of Covariance (ANCOVA) to answer the research questions. The findings show that based on the results of the research and discussion, it can be concluded that the RBL learning model has a significant effect on learners’ creative thinking skills in science learning. Where there are differences in creative thinking skills between pupils who follow the RBL learning model and those who follow the Cooperative Learning learning model, it can be seen from the results obtained in the experimental class and control class. Thus, RBL can be recommended for improving pupils' creative thinking skills rather than cooperative learning in science classes at the primary level.
This study systematically analysed, evaluated and synthesised published studies on 21st-century skills and science achievement among secondary school students. By scouring 17 well-known online journal databases, 684 related studies were found. After the three-stage screening process, only 17 research papers were included in the study, which were summarised with respect to research needs, aims/objectives, methods, research instruments, participants, results, and implications for teaching and learning. Majority of these studies investigated the development of 21st-century skills and employed a quasi-experimental method. They used questionnaires developed and validated in previous studies while some studies developed and validated their own instruments, data matrixes, observation tools, and concept assessments. Synthesis of findings revealed that constructivist and constructionist pedagogical approaches such as problem-based learning (PBL), project-oriented PBL, context-based, and inquiry-based learning improved student achievement and supported the development of 21st-century skills. Learning modules used under these approaches were designed to encourage active learning through collaborative problem-solving, where students researched for information, deliberated on issues, and proposed solutions to a real-world problem. Moreover, learning activities emphasised the connections of learning contents to real-life scenarios to understand science concepts and principles. Meanwhile, the impact of gender, school location, educated/non-educated parents’ job, and teacher outcome expectancy and efficacy on student achievement and 21st-century skills varied depending on the prevailing conditions that directly influenced learning.
This research involves a content analysis of studies on modern physics education conducted in Turkey between 2000 and 2023. In this context, 273 studies accessed in full text from different databases were examined. The studies were evaluated using the "Modern Physics Education Publication Classification Form" and analyzed using the content analysis method. According to the research findings, studies in the field of modern physics education in Turkey were mostly conducted between 2010 and 2020. The study objectives varied and quantitative research designs were preferred more. Purposive sampling was predominantly employed in the studies, with most samples consisting of high school and undergraduate students. The studies generally included sample sizes ranging between 31 and 100 individuals. The duration of the studies varied between 0 and 8 weeks. To enrich the data, various data collection tools were used. Frequency, percentage, and t-tests were commonly used for quantitative analyses, while content analysis was frequently preferred for qualitative analyses. Although different validity and reliability methods were used in the studies, not enough information was provided on this issue. The results of the studies examined have shown that there are positive developments as well as negative situations in modern physics education. However, these results were not sufficiently supported by the literature in the discussion section. Based on the findings of this research, it was recommended to use different analytical methods in modern physics education research, increase the sample size, enrich methods and intervention examples.
Effective scientific communication is crucial for effective science education, as it allows for the sharing of ideas and research findings. This study investigates the impact of the Engineering Design Process (EDP) on pupils' scientific communication skills. A mixed-methods approach was used, combining both quantitative and qualitative data to assess the effectiveness of EDP tools in improving communication skills. The study involved 68 eighth-grade pupils, with 12 selected for in-depth observation to better understand the development of their communication abilities. Pre- and post-tests were conducted to measure improvement in scientific communication skills. Additionally, the Systematic Gravity (SG) method was applied to analyse the qualitative progression of these skills. The results showed that EDP tools positively influenced pupils' communication abilities, with a gradual shift towards more effective scientific communication (SG ++). These findings suggest that EDP tools can be an effective strategy for educators to enhance learners' problem-solving and communication skills. Further research with a larger sample size is recommended to confirm and expand these findings.
