Journal of Innovation, Advancement, and Methodology in STEM education

Teaching Approaches and Scientific and Environmental Literacy Outcomes in Green Chemistry Education: A Systematic Review

2026-06-02T22:06:09+07:00

This systematic review reports on the teaching approaches and scientific and environmental literacy outcomes in Green Chemistry Education (GCE) in high school. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 was employed to select literatures based on a set of inclusion criteria to determine the dominant teaching approaches to GC instruction and their impact on scientific literacy and environmental literacy among high school learners. A total of 21 systematically reviewed studies show that GC instruction is predominantly implemented through student-centered and experiential approaches, with hands-on laboratory learning and inquiry-based learning as the most frequently used strategies. These are often complemented by problem- and project-based learning, forming a consistent pattern of contextualized, investigation-driven instruction. Across studies, improvements in both scientific and environmental literacy are reported. Scientific literacy gains are mainly reflected in conceptual understanding and inquiry skills, while environmental literacy outcomes are more strongly associated with affective and behavioral dimensions. The review also identifies key gaps, including fragmented pedagogical implementation, weak curriculum integration, inconsistent instructional design, and limited teacher preparedness. Moreover, there is scarcity in published studies on GC integration in the Philippines, suggesting that practice and awareness are still lacking or absent in high school chemistry instruction. It is highly recommended to integrate GC instruction in high school using problem-based, hands-on-based and inquiry-based learning to impact scientific and environmental literacy outcomes.

Evaluating the Pedagogical Beliefs of Pre-service Biology Teachers on Socio-Scientific Issues

2026-06-02T00:35:31+07:00

The rapid advancement of biological sciences has intensified the presence of complex ethical, social, and political dilemmas in everyday life, collectively referred to as Socio-Scientific Issues (SSI). Preparing scientifically literate citizens requires biology education to extend beyond factual knowledge toward the development of socio-scientific reasoning, ethical judgment, and informed decision-making. This study examined the perceptions of 24 pre-service biology teachers in the Philippines regarding the necessity, feasibility, and challenges of integrating SSI-based instruction into the biology curriculum. Using a descriptive-quantitative research design, data were gathered through a validated 15-item perception survey complemented by open-ended responses. Descriptive statistics and the Wilcoxon Signed-Rank Test were employed to analyze the data, while qualitative responses were thematically analyzed and triangulated with international and local literature. Results reveal a highly positive perception of the necessity of SSI integration (M = 3.63) and strong willingness to develop and use SSI-based instructional materials (M = 3.50). However, participants also expressed concerns related to limited instructional time, students’ insufficient prior knowledge, and cultural and religious sensitivities. Triangulation highlights a persistent gap between philosophical support for SSI and perceived practical capacity to implement it effectively. The study concludes that while pre-service biology teachers are conceptually aligned with the goals of SSI-based instruction, systemic support through targeted teacher education, localized instructional resources, and curriculum-level policy reinforcement is essential for sustainable classroom implementation within the Philippine context.

Development and Preliminary Evaluation of Arduino-Based Inquiry Activities for Friction and Newton’s Second Law in Pre-Service Physics Teacher Education

2026-08-24T11:25:12+07:00

Persistent misconceptions concerning friction and Newton’s second law remain a challenge in physics education, particularly among pre-service physics teachers. This study aimed to develop, evaluate, and preliminarily examine Arduino-based inquiry learning activities designed to connect abstract physics concepts with experimental evidence. A mixed-methods developmental approach based on the ADDIE model and a one-group pretest–posttest design was employed. The developed package consisted of four interconnected learning units organized around two core Arduino-based experiments, together with instructional guides, worksheets, and experimental kits. Three experts evaluated the package, which was subsequently implemented with 30 pre-service physics teachers. Quantitative data were collected using a 30-item conceptual understanding test, while qualitative data were obtained from observations, reflective journals, and interviews. Expert evaluation indicated that the activities were of the highest overall quality (M = 4.79, SD = 0.17), with an average Index of Item–Objective Congruence of 0.98. Participants’ mean conceptual understanding score increased from 8.80 out of 30 (29.33%) on the pretest to 23.40 (78.00%) on the immediate posttest, t(29) = −24.98, p < .001. The class-average normalized gain was 0.69, indicating a medium gain. Qualitative findings suggested that real-time data collection and graph-based analysis helped participants connect observable motion with relationships among force, mass, friction, and acceleration. However, difficulties distinguishing static and kinetic friction persisted. These findings provide preliminary evidence supporting Arduino-based inquiry activities for physics teacher education.

Development and Evaluation of Technology-Supported Astronomy Learning Activities on Celestial Coordinate Systems and Telescope Observation for Pre-Service Physics Teachers

2026-08-24T11:33:22+07:00

Astronomy learning involves abstract concepts, particularly celestial coordinate systems, the apparent motion of celestial objects, and telescope operation, which can be difficult for pre-service physics teachers to connect with actual observations. This study aimed to develop STEM-based astronomy learning activities, evaluate their quality and appropriateness, and examine participants’ conceptual understanding and perceptions after participation. A developmental research approach based on the ADDIE model and a pre-experimental one-group pretest–posttest design was employed with 30 pre-service physics teachers from Years 1–3. The developed package comprised three activities: Celestial Object Identification, Analysis of Coordinate Changes, and Telescope Setup and Observation. Research instruments included the learning activity package, an expert evaluation form, a 30-item conceptual understanding test, and a learner opinion questionnaire. Three experts evaluated the activities before implementation over three weeks (12 instructional hours). Data were analyzed using mean, standard deviation, paired-samples t-test, and item-level analysis. The activities received a very high expert evaluation (M = 4.65, SD = 0.35). Mean conceptual understanding scores increased from 11.10 (SD = 4.12) to 23.50 (SD = 2.46), with significantly higher posttest scores at the .05 level. Participants also reported very positive perceptions (M = 4.72, SD = 0.43). The findings suggest that the developed activities have potential to connect abstract astronomical concepts with physical models, astronomy software, data analysis, and telescope observation.

Grade 12 Students' Critical Thinking Competency in Learning Asexual Reproduction Through the CT-HOT in Bio Instructional Innovation

2026-08-31T17:15:16+07:00

This study reports on the R3 phase (Implementation and Evaluation Phase 2) of an overarching six-phase cyclical Research and Development (R&D) initiative, investigating the effects of the revised "CT-HOT in Bio" instructional innovation on Grade 12 students' critical thinking competency in the context of asexual reproduction. Theoretically grounded in constructivist learning theory, the 7Es inquiry model, and the P-I-A-C competency framework, the intervention was developed to advance competency-based biology education. The participants comprised 39 Grade 12 (Mathayom 6) students enrolled in a biology course during the first semester of the 2025 academic year at Kanlayanawat School, Thailand. A mixed-methods approach was employed to evaluate the intervention. Quantitative competency data obtained via the P-I-A-C Critical Thinking Competency Rubric were analyzed using descriptive statistics, characterizing frequency, percentage, and overall distribution patterns across the four competency dimensions. Concurrently, qualitative data gathered from student thinking artifacts, activity records, field notes, and reflective journals were evaluated through content analysis to assess students’ evidence utilization, scientific reasoning, connection to biological mechanisms, and quality of evaluative conclusions. The findings reveal students’ overall critical thinking competency profiles and provide highlighted accounts of their performance levels, demonstrating marked enhancements across all P-I-A-C dimensions during the asexual reproduction unit. Ultimately, this study offers robust empirical evidence validating the efficacy of the refined instructional innovation, contributing both to localized secondary science curriculum reform in Thailand and to the broader international discourse on cultivating critical thinking in science education.