International Journal of Science Education and Teaching

Strategies for Utilizing AI Technology to Enhance Science Learning Management within the STEM Education Approach

Fri, 26 Sep 2025 00:00:00 +0700

The integration of Artificial Intelligence (AI) to enhance science learning within the STEM education approach is a significant advancement with the potential to revolutionize education. This paper explores four main strategies for utilizing AI: personalized learning, creating experiential learning environments, enhancing management and assessment efficiency, and fostering future skills. These strategies focus on adapting content to individual learners through intelligent tutoring systems, leveraging AI-powered virtual labs and simulations for realistic hands-on learning, using AI to reduce teachers’ administrative burdens via automated assessment and deep learning analytics, and developing essential computational thinking and AI literacy for the 21^st century. However, implementing AI in education presents significant challenges, including a lack of personnel knowledge and skills, infrastructure and budgetary constraints, and issues related to ethics, privacy, and data security. Furthermore, potential negative impacts include increased educational inequality if technology access is uneven, and the risk that over-reliance on AI might diminish students’ critical thinking skills. To maximize the benefits of AI integration and mitigate these risks, this paper recommends crucial approaches. These include substantial investment in professional development, meticulous planning of infrastructure and policies concerning data usage and ethics, promoting continuous research and evaluation, and fostering collaboration among all stakeholders. Comprehensive implementation of these recommendations will enable educational institutions to fully harness AI’s potential, creating high-quality and sustainable STEM learning for youth in the digital education era. While AI offers strategies to enhance STEM learning, its successful integration requires overcoming challenges like skill gaps and ethical concerns through professional development, careful planning, and stakeholder collaboration to create high-quality, sustainable education.

Ethnoscience Study of Madura in the Process of Making Sarkoyo Herbal Medicine as a Learning Resource for Science Material

Ibnul Mubarok, Nuraida Ameliana Putri, Khoirun Nisa' Andawiyah, Nor Siyeh — Mon, 10 Nov 2025 00:00:00 +0700

Sarkoyo herbal medicine is one of Madura's cultural heritages in Sumenep Regency that has become less known to the younger generation, resulting in its limited utilization in science education. This study aims to reconstruct local knowledge about the process of making Sarkoyo herbal medicine so that it can be used as a source of ethnoscience-based science learning. The study employed a mixed-methods approach with a sequential descriptive design. Quantitative data were obtained from 150 junior high school students through questionnaires, while qualitative data were collected through interviews with science teachers and herbal medicine makers, as well as through observations and documentation. Quantitative data were analyzed descriptively, while qualitative data were analyzed using the Miles and Huberman interactive model. The results showed that most students were familiar with Sarkoyo herbal medicine, but the integration of ethnoscience into science learning was remained low. The process of making Sarkoyo herbal medicine consisted of 12 stages containing science concepts such as homogeneous mixtures, heat transfer, and nutritional content, all of which are relevant to basic junior high school science competencies. Sarkoyo herbal medicine can be reconstructed as an ethnoscience-based science learning resource that integrated biology, chemistry, and physics, and thereby contributing to the improvement of students’ knowledge, the preservation of Madurese local wisdom, and the implementation of the Merdeka Curriculum in schools, ultimately strengthening students' character and scientific literacy.

Beyond Formula: Exploring Students’ Lived Experiences in Physics Problem-Solving

Rod James Bande — Tue, 23 Dec 2025 00:00:00 +0700

Understanding how students engage during physics problem-solving is crucial for improving learning outcomes. Despite efforts to enhance conceptual understanding and support meaningful learning, few studies have examined how strategic, emotional, and agentic engagement intersect in students’ lived experiences of solving physics problems. This study explored how high school STEM students from Baybay City, Leyte, experience and express these dimensions, highlighting engagement as extending beyond formulas into meaning-making and self-directed learning. Using a descriptive phenomenological design guided by Giorgi’s (2009) method, ten students were interviewed with semi-structured, open-ended questions that prompted them to narrate their problem-solving experiences. Interviews were audio-recorded, translated from Bisaya to English using AI-assisted tools, and analyzed through phenomenological reduction, segmentation into meaning units, and synthesis into essential psychological structures. Analysis revealed four interrelated constituents of engagement: (1) strategic engagement, reflected in deliberate, organized problem-solving methods such as GAFSA and visual representations; (2) emotional engagement, manifested in regulating anxiety, stress, and excitement into calmness and satisfaction; (3) agentic engagement, demonstrated through proactive self-direction and collaboration, including creating reviewers, clarifying concepts, and supporting peers; and (4) transformative impact, where students internalized clarity, reflection, and initiative as transferable skills. Physics problem-solving thus emerged as a lived experience integrating thought, emotion, and action. The study concludes that reflective, student-centered pedagogies that cultivate these three dimensions can humanize physics learning, fostering conceptual mastery, emotional resilience, and empowered, self-directed learners.

Enhancing Conceptual Understanding of Climate Change in Non-Science Preservice Teachers Using DIY Model Kits

Paisan Srichaitung , Saksri Supasorn, Karntarat Wuttisela — Wed, 31 Dec 2025 00:00:00 +0700

Climate change education is critical for improving climate literacy; however, non-science preservice teachers often hold persistent misconceptions that limit their instructional readiness. This study examined the effectiveness of low-cost DIY Model Kits in enhancing conceptual understanding of climate change among 45 non-science preservice teachers with limited exposure to climate science. Participants engaged in three inquiry-based activities via DIY model kits addressing greenhouse gases and the greenhouse effect, global warming and urban heat islands, and climate change–related natural disasters. The experimental models revealed clear cause–effect patterns, including progressively greater temperature increases with increasing CO₂ concentration, minimal temperature change in non-greenhouse gas conditions, and higher heat accumulation in built environments compared with vegetated models. The statistical methods used for data analysis were clearly specified, including the dependent samples t-test and normalized gain. Conceptual understanding was assessed using 10 items of the Conceptual Test of Climate Change (CTCC) through a one-group pretest–posttest design. Results showed a statistically significant increase in total CTCC scores from 28.64% (mean = 8.02, S.D. = 2.59) on the pretest to 84.93% (mean = 23.78, S.D. = 2.27) on the posttest (p < 0.05), with a high normalized gain (<g> = 0.79). These findings demonstrate that inquiry-based DIY model kits can effectively support conceptual change and strengthen climate literacy among non-science preservice teachers.

Preface

Saksri Supasorn — Wed, 31 Dec 2025 00:00:00 +0700