Nature feature: The use of local biodiversity in science pedagogy

Tupas, Fernan Peniero

doi:10.30918/aerj.73.19.025

Cited by 5 publications

(5 citation statements)

References 3 publications

(3 reference statements)

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“…The final result of the measurement shows that the students' science process skills were weak. Student books that were not integrated with inquiry and local resources cause SPS to be low (Andromeda et al, However, when it is integrated with inquiry and local resources, it makes them enjoy the process as well as improving their SPS effectively (Dwianto et al, 2017;Tupas, 2019). Conventional learning provides them with limited access.…”

Section: Discussionmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

J. Res. Instr.

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Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.

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Section: Discussionmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

J. Res. Instr.

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“…In line with Tuuling, Õun, and Ugaste [74] that contextual learning allows students to see learning objects and phenomena with all senses. The contextualization of local problems is a critical approach to help students enjoy teaching and learning science [40].…”

Section: The Pre-service Biology Teachers' Responses Towards Lake Tempe's Potential As a Learning Resourcementioning

confidence: 99%

“…Academic units, especially universities, have not made optimal use of the natural environment as a resource for learning [39], [40], especially the local potential in their respective regions. Instructional materials and media merely cover issues in the school/campus environment, ignoring the local potential.…”

Section: Introductionmentioning

confidence: 99%

“…A number of researchers have examined local potentials as a source of contextual learning [25], [26], [28], [40], [42], [43] through the development of monograph books [44]- [46], student activity sheets [28], [47], learning module [16], [48]- [51] and other types of instructional media [3], [52]- [54]. However, there is still little information available on students' perception of the local potential after conducting direct exploration activities on the study participants.…”

Section: Introductionmentioning

confidence: 99%

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Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Yani

Amin

Rohman

et al. 2021

IJERE

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A survey and exploratory study were conducted to analyze Lake Tempe as a resource for contextual learning (CTL). The first phase of the study included exploring the lake’s potential through interviews with the people who live in the lake’s coastal region. Quadrat transects were done to identify aquatic plants around the lake. A feasibility analysis was conducted to see the lake’s potential as a learning resource. Field data were collected and compared to the environmental biology (EB) curriculum, responses, and learning outcome. The data were analyzed descriptively and tested using a paired-sample t-test. The results showed differences in the three stations’ physicochemical parameters and decreased quality of the water. It was found that anthropogenic activity had a significant contribution to the lake’s pollution. Nine species of six aquatic plant families were found in the lake. The survey revealed that the lake was feasible as a learning resource with criteria easy to access, safety, time efficiency, costs, and the material's suitability for EB courses. The t-test showed a difference in the students’ scores between before and after exploration practices. These findings suggest that Lake Tempe<em> </em>can serve as a resource for CTL in EB courses.

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“…However, the research on the relationship between environmental literacy, locus of control, and future orientation of STEM students in the Philippines was based on different factors. The students have very low knowledge about the environment (4) .…”

Section: Introductionmentioning

confidence: 99%

Assessing Environmental Literacy and Exploring Citizen Science Capability Among Grade Six Learners in the Philippines

Mendoza

2023

IJST

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Objective: To assess grade six learners' environmental literacy and citizen science capability in schools along Tigum River, Iloilo, Philippines. Methods:The study employed a descriptive survey design adopted and revised researcher-made questions validated by science experts in the Province of Iloilo, Philippines. The survey questionnaires were focused on environmental literacy instruments in the Middle School Environmental Literacy Survey Instrument in the United States. Another questionnaire was citizen science capability, which the researcher made. The participants are twenty-nine (39) schools with a total of three-hundred-fifty (350) grade six learners found along Tigum River in the Province of Iloilo, Philippines, academic year (AY) 2017-2018. The researcher randomly selected the participants. The statistical tools used were frequency, mean, and standard deviation and SPSS version 21 was utilized to get the results. Findings: The profile of grade six in terms of various categories was interpreted as average regarding ecological knowledge but high in Special Science Classes. In verbal communication, responses in terms of saving water were interpreted as high and average if action was required. But in actual commitment, almost all categories were described as high but average on buying charcoal and low on turning faucets when not in use. Environmental sensitivity was labeled high but lacking in outdoor activities and collecting wild animals. And for the science capabilities, citizen science capability (biodiversity, water quality, and solid waste management) were decoded as capable. One important reason for this response is related to teachers' knowledge of environmental science teaching. This study emphasizes that learners can do citizen science projects that direct the school curriculum to consider the community as a context of learning for environmental education. Novelty and Suggestions: Through the Department of Education (DepEd), the national government supports teachers using local biodiversity as materials to improve science teaching and learning. The unique thing about this study is that it can help educate young minds as warriors to protect and preserve our ecosystem, specifically in freshwater. Science literacy depends on the https://www.indjst.org/ 4063

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Nature feature: The use of local biodiversity in science pedagogy

Cited by 5 publications

References 3 publications

The inquiry-based student book integrated with local resources: The impact on student science process skill

The inquiry-based student book integrated with local resources: The impact on student science process skill

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Assessing Environmental Literacy and Exploring Citizen Science Capability Among Grade Six Learners in the Philippines

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