Killer whales (Orcinus orca), as apex predators, accumulate high levels of persistent organic pollutants (POPs) such as dichlorodiphenyltrichloroethane and its analogs (DDTs) and face their risks at the population level. The assessment of the function of estrogen receptor alpha (ER alpha) is crucial for evaluating impact of DDTs on killer whale endocrine and reproductive health. However, due to ethical constraints, little is known about the effects of DDTs on the function of killer whale ER alpha (kwER alpha). This study aimed to assess kwER alpha transactivation potencies in response to various DDTs (p,p '-DDT, o,p '-DDT, p,p '-DDD, o,p '-DDD, p,p '-DDE, o,p '-DDE, and p,p '-DDOH) by New Approach Methodologies (NAMs). We constructed an in vitro kwER alpha-expressed reporter gene assay and measured transactivation potencies of DDTs as the 10 % effective concentration (REC10) relative to the maximum response to 17 beta-estradiol exposure. We also employed in silico approaches such as molecular docking and protein-ligand network analysis (PLNA) to elucidate the interaction of kwER alpha protein and DDTs. The in vitro results revealed an estrogenic potency in the order of 17 beta-estradiol > o,p'-DDT > o,p'-DDE > o,p'-DDD > p,p'-DDD > p,p'-DDOH > p,p'-DDT > p,p'-DDE (no activity). Strong positive correlations were found between in vitro REC10 values and in silico docking scores, suggesting the structure-activity relationship of the estrogenic potencies of DDTs to kwER alpha. PLNA highlighted contribution of Glu(353) and Phe(404) in kwER alpha as essential residues to the interaction with DDTs. Risk assessments indicated that the o,p'-DDT-estrogenic equivalency quantities of DDTs in the blubber of both Irish and Canadian Arctic killer whales exceeded the in vitro REC10 of o,p'-DDT, suggesting a significant risk of kwER alpha-mediated endocrine disruption in these populations. These findings underscore the importance of NAMs including in vitro and in silico approaches for assessing the endocrine and reproductive risk in killer whales.

Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence (AI) system that is gaining popularity among students and teachers. However, in the basic education level, the use of ChatGPT is still an ongoing discussion, particularly on how to regulate its use. This study endeavors to describe the perspectives of teachers and students about ChatGPT in terms of their knowledge, attitudes, and practices to better appreciate its role in advancing teaching and learning. This descriptive survey involved a total of (N=187) respondents, including students from Grade 6 (n=70), Grade 10 (n=38), and Grade 12 (n=18) and teachers (n=61). The newly developed 39-item Knowledge, Attitudes, Practices on ChatGPT Questionnaire (KAP-CQ39) with a Cronbach alpha = 0.91 was used as the primary instrument in understanding and leveraging the academic potential of this AI system. Open-ended questions on the advantages and disadvantages of using ChatGPT are also included in the questionnaire. KAP-CQ39 was administered online using Google Forms. Data culled from the survey was analyzed using an online open-source program referred to as Jeffreys's Amazing Statistics Program (JASP). Results revealed no significant difference in perspectives between teachers (mean=11.88) and students (mean=11.46) knowledge on ChatGPT F (2,169) =2.66, p=0.104. Similarly, attitudes towards the educational use of ChatGPT showed that both teachers and students hold positive attitudes. Demographic factors contributing to the differences in teachers perspectives on the educational use of ChatGPT were sex, years of teaching experience, and specialization. For the students, the demographic factors did not contribute to the differences in their perspectives. Generally, in terms of practices, responses provided valuable insights into how ChatGPT can be better designed and implemented for teaching and learning. Thus, policy implications were drawn relative to the efficient use of ChatGPT.

Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students' self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students' feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students' self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students' perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students' feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.

Bioelectricity is an interdisciplinary concept that encompasses the fields of chemistry, physics, and biology. It is the scientific study of membrane transport mechanisms that govern the formation and dissipation of ion gradients. Teaching and learning across disciplines, such as bioelectricity, are known among science teachers to be challenging and complex. One of the critical problems is that only a few teaching materials and learning resources specifically support interdisciplinary teaching, especially in science. This paper described the development of an improvised microbial fuel cell (iMFC) as an alternative activity that addresses scientific concepts of cellular respiration, reduction-oxidation reaction, and electricity generation in an interdisciplinary approach. In this activity, students designed, constructed, and tested their iMFCs. The learning gains of the students were measured using parallel pretest/post-test and analyzed using descriptive statistics and dependent t-tests. The perceptions of teachers and students on using the iMFC activity in teaching-learning bioelectricity were obtained from a survey questionnaire and interviews. Results revealed that the iMFC activity significantly improved students' learning gains in bioelectricity, for the topics cellular respiration (t(239)=45.03; P < 0.01), reduction-oxidation reaction (t(239)=39.85; P < 0.01), and electricity (t(239)=31.1; P < 0.01), with computed normalized gains of 0.45, 0.50, and 0.39, respectively. Furthermore, seven subthemes emerged from the teachers' and students' perceptions, namely, knowledge acquisition, student engagement, academic emotions, affordability, student satisfaction, distractions, and cleanliness. Overall results indicated that the iMFC activity can be an effective teaching material for providing an authentic learning experience in a multidisciplinary topic like bioelectricity. Future investigations on the iMFC activity and its impact on other aspects of learning, such as students' motivation, self-efficacy, and engagement, are recommended.

Home-based biology experiments (HBEs) are practical learning guides that allow students to perform safe and appropriate experiments at home. This quasi-experimental study aimed to determine students’ perceptions, knowledge gains, self-efficacy, and engagements on the use of HBEs. Ten teacher-collaborators and 836 students participated in the implementation. Teacher-made parallel tests and 38-item perceptions, self-efficacy, and engagement questionnaires were distributed via Google Forms. Results revealed that most participants agreed that HBEs were lesson congruent, risk-free, the materials were readily available, and it was fun and challenging. Furthermore, HBEs were found to be effective in improving students’ knowledge gains (g=0.68), perceptions (x=3.56), self-efficacy (x=3.36), and engagements (x=3.45). Factors such as grade level, gender, and type of HBEs also influenced the dependent variables. The study concluded that home-based biology experiments are relevant teaching material to deliver practical learning among students in a distance learning modality.

Several toxicological studies were conducted to evaluate the hepatoxicity of PBDEs using different animal models, congeners, duration of exposure, and other parameters. These variations in different animal models and conditions might have an impact on extrapolating experimental results to humans. Hence, by the meta-analysis, we aimed to clarify and elucidate the species differences in hepatoxicity induced by PBDE exposure in rats and mice across different conditions and moderators. Fourteen in vivo studies that utilized rats and mice models were identified, and data such as author names, year of publication, type of PBDE congeners, rodent species, life stage of exposure, dosage, duration, and hepatoxicity indicators were extracted. The pooled standard mean difference (SMD) with a 95% confidence interval (95% CI) was used to evaluate the association between hepatoxicity and PBDE exposure across multiple approaches of measurement. Subgroup analysis, meta-regression, and interaction analysis were utilized to elucidate the species-related differences among the results of the involved studies. The pooled SMD of hepatoxicity of PBDE exposure in the involved in vivo studies was 1.82 (p = 0.016), indicating exposure to PBDE congeners and mixtures is associated with a significant increase in liver toxicity in rodents. Moreover, findings showed that rats were more sensitive to PBDEs than mice with the BDE-209 had the highest SMD value. Among the life stages of exposure, embryonic stage was found to be the most sensitive to hepatoxicity induced by PBDE congeners. Positive relationships were found between the incidence of hepatoxicity with dosage and duration of exposure to PBDE. Interaction analyses showed significant interactions between rodent species (rats or mice), dosage, length of exposure, and hepatotoxicity endpoints. Rats demonstrated an increased susceptibility to variations in organ weight, histopathological changes, mitochondrial dysfunction, and oxidative stress markers. Conversely, mice showed pronounced lipid accumulation and modifications in liver enzyme expression levels. However, significant differences were not found in terms of endoplasmic reticular stress as a mechanistic endpoint for hepatotoxicity. In conclusion, this meta-analysis showed that there might be some species-related differences in hepatoxicity induced by PBDE exposure in rats and mice depending on the parameters used. This study highlights the importance of cross-species extrapolation of results from animal models to accurately assess the potential risks to human health from exposure to PBDEs.

ChatGPT has gained popularity among Philippine educational institutions due to its versatility and usefulness in academic activities. However, educators have raised concerns about the ethical issues, academic dishonesty, and technology dependence associated with its use. This study aimed to develop and validate an instrument called KAP-CQ39 that assesses the knowledge, attitudes, and practices of preservice teachers regarding the use of ChatGPT. The study involved 4 experts, 12 independent evaluators, and 206 preservice teachers. The instrument underwent a series of assessments to establish quality, validity, and reliability, resulting in the final version of KAP-CQ39. Results showed that KAP-CQ39 has acceptable content validity (CVR and CVI values>0.78), face validity (IS>1.5), construct validity (chi-squared value of 897.564, df=577, p<0.001), and internal consistency (overall Cronbach coefficient=0.91). This proved that KAP-CQ39 can be a valuable tool for assessing the impact of ChatGPT on the Philippine educational system and can provide insights for educational policy makers regarding the use of artificial intelligence in education.

Environmental education allows students to investigate environmental problems, formulate necessary tests and analyses, and undertake activities to improve the condition of the environment, which are primarily done through field trips, forest visits, and community immersions. However, these outdoor activities have been discontinued and prohibited due to the travel restrictions brought by the COVID-19 pandemic. This study utilized virtual Google Earth Learning Activities (GELA) to provide alternative virtual experiences for the students learning environmental concepts. Moreover, this study aimed to assess the effects of GELA on students' environmental awareness and environmental attitudes. A quasi-experimental research design following a mixed-method approach was used in the study. The participants were 156 senior high school students from a private school in Manila, Philippines. Survey questionnaires were distributed online via Google forms, and the Focus Group Discussion was conducted synchronously thru Zoom video conferencing. Results revealed that students' environmental awareness moderately increased after performing the GELA (g=0.87, p<0.05), while there was a significantly high increase in students' environmental attitudes (g=0.66, p<0.05). Furthermore, it was also revealed that ecological awareness could predict ecological attitude, implying that there is also a good attitude towards the environment to those with great environmental awareness. Three themes were generated in the thematic analysis: Scientific Learning, Independent Learning, and Student Engagement. Overall, this study found that GELA is an effective teaching tool enhancing students' environmental awareness and attitude.

Environmental education allows students to investigate environmental problems, formulate necessary tests and analyses, and undertake activities to improve the condition of the environment, which are primarily done through field trips, forest visits, and community immersions. However, these outdoor activities have been discontinued and prohibited due to the travel restrictions brought by the COVID-19 pandemic. This study utilized virtual Google Earth Learning Activities (GELA) to provide alternative virtual experiences for the students learning environmental concepts. Moreover, this study aimed to assess the effects of GELA on students' environmental awareness and environmental attitudes. A quasi-experimental research design following a mixed-method approach was used in the study. The participants were 156 senior high school students from a private school in Manila, Philippines. Survey questionnaires were distributed online via Google forms, and the Focus Group Discussion was conducted synchronously thru Zoom video conferencing. Results revealed that students' environmental awareness moderately increased after performing the GELA (g=0.87, p<0.05), while there was a significantly high increase in students' environmental attitudes (g=0.66, p<0.05). Furthermore, it was also revealed that ecological awareness could predict ecological attitude, implying that there is also a good attitude towards the environment to those with great environmental awareness. Three themes were generated in the thematic analysis: Scientific Learning, Independent Learning, and Student Engagement. Overall, this study found that GELA is an effective teaching tool enhancing students' environmental awareness and attitude.

The aim of the study was to determine the perception of schools’ stakeholders on the COVID-19 vaccination towards readiness to opening schools after prohibiting the face-to-face classes last March 2020. The campaigns were done online using social media platforms. A total of 2034 participants has participated in the survey. Results revealed that participants were dominated by teachers; most of them came from Luzon; ages ranged from 13-19 years old; and female participants. The highest percentage of the reason for vaccine confidence is ―They believed that the vaccine would give them immunity from the virus COVID-19‖ while the highest percentage of the reason for COVID-19 hesitancy was ―The vaccine might have a possible effect on genetic make-up‖. Furthermore, when participants are grouped according to profile, region, sex, and age, the confidence still a little higher than those who hesitate to get vaccinated by the COVID-19 vaccines. Among the demographics of the participants, only their sex has a significant association with their COVID-19 vaccine confidence and hesitancy (x2 = 42.43, p=0.000). This study recommends that health services at school should be strengthened and vaccination among school children should be part of the school-based management system hand in hand with the health practitioners.

Amidst the threat of COVID-19 pandemic in the Philippines, the educators, students, and the school are still coping and adjusting to the distance learning education. This study explored teachers' awareness about the COVID-19 pandemic and their opinion on their respective schools' readiness, as well as their response to the challenges of conducting distance learning education in the Philippines. A validated questionnaire was developed to collect the relevant data for this study. The initial reliability test obtained 8.9 Cronbach's alpha. Data gathering procedure was done through Google forms, which, after validation from the respective DepEd divisions and universities, were subsequently sent to the teachers via email. The results show that the teachers were highly aware of the presence and consequences caused by the COVID-19 pandemic. The correlation between teacher's demographic profiles and awareness to COVID-19 shows no relationship at all. Nevertheless, the length of teaching experience and specialization is very strongly correlated to readiness to distance learning education. Simultaneously, the teachers' geographic location is strongly correlated to readiness to adapt to distance learning education. Furthermore, only the teachers' gender has a significant difference in their awareness of the COVID-19 pandemic. In contrast, teachers' gender, length of teaching experience, and geographic location have significant differences with their readiness to distance learning education. This study can be used as a basis for further research particularly in developing institutional plans to better understand the status of their teachers and educational organizations, and schools' readiness to teach and learn through distance learning approach; hence, preserving and continuing educational mission during the current or future pandemic as well as be prepared for any natural disasters. https://doi.org/10.26803/ijlter.19.6.8