SEAQIS Journal of Science Education

A Comprehensive Analysis using RStudio: Augmented Reality in Microbiology Mapping

2025-02-06T07:45:09+00:00

Augmented Reality (AR) is an emerging technology with significant potential across various domains, including microbiology. However, despite increasing interest, the research landscape at the intersection of AR and microbiology remains underexplored. This study conducts a bibliometric analysis to map the current state of research on AR in microbiology, identifying key trends, contributors, and thematic developments. Using RStudio and the bibliometric R-package, the researchers analysed publications indexed in the Scopus database from the past five years, employing performance analysis (e.g., publication growth, country productivity, and leading sources) and science mapping techniques such as co-word analysis and thematic mapping. The study focused on the keywords “augmented reality” and “microbiology” to identify relevant literature, resulting in 10 documents. The findings reveal a gradual increase in publications, especially in recent years, with the United States emerging as the leading contributor. Keyword co-occurrence analysis identified “augmented reality”, “microbiology”, and “human” as central themes. The thematic analysis highlighted key areas such as the design and evaluation of AR tools for microbiology education, their effects on student learning outcomes, and the challenges of integrating AR into instructional practices. These insights offer a foundation for advancing research and practical applications of AR in microbiology education. Future studies should continue to explore how AR can enhance learning experiences and outcomes in this field.

Integrating Vietnam’s Living Heritage into STEM Education: The Case of Vietnamese Conical Hat

2025-02-26T01:40:48+00:00

This study presents an innovative integration of STEM education with the preservation of Vietnam’s living heritage through the traditional craft of the Vietnamese conical hat at Gia Thanh Secondary School. The project aims to enhance student engagement in STEM by embedding the conical hat’s cultural production process into Mathematics, Science, and Engineering lessons. Over 200 students participated in hands-on activities by applying geometric principles to design the conical hat, exploring material science using natural materials, and learning engineering concepts through traditional crafting methods. Overall, 85% of students reported that their interests had increased in STEM subjects, as measured by performance in geometry (95% success) and material science (80% engagement). Furthermore, the initiative connected students with local artisans, fostering cultural pride and raising awareness of the economic and cultural importance of the conical hat. By integrating heritage preservation with STEM education, this project demonstrates a replicable model for enriching STEM learning while maintaining local cultural traditions.

Preliminary Study on Game-Based Learning to Promote Javan Leopard Conservation: Perspectives from Prospective Biology Teachers

2025-02-12T03:47:07+00:00

Research on game-based learning has been widely conducted to support biology education in the classroom. This type of learning should also have an additional impact on students, one of which is introducing endangered species, such as the Javan leopard (Panthera pardus melas). This study explores the initial stage of developing Game-Based Learning (GBL) media and its impact on prospective biology teachers' interest, attitude, and knowledge regarding Javan leopard conservation. The research method used a quantitative and qualitative approach, with a survey comprising both open and closed-ended questions to assess the responses of prospective biology teachers to the biology game application focused on ecological communities. Interest was measured on a Likert scale; attitudes were measured through multiple-choice and agreement-scale questions; and knowledge was assessed through multiple-choice and true/false questions, while open-ended questions were applied for suggestions and recommendations from GBL. The respondents were 108 students who had previously tested the developed application. In the data analysis, descriptive statistical methods were used to interpret quantitative data, while qualitative analysis was conducted using word clouds to depict the answers of prospective biology teacher students in open-ended questions. The demographic data revealed that 73% of students typically play games for less than 1 hour per week, 72% play online games, and adventure is the most frequently played genre. Additionally, 92% of students had never played a game related to leopards before, and only about 27.1% of students had prior knowledge about leopards, mostly from their teachers at school. After using the application, 68% of students expressed increased interest in leopard conservation, improved knowledge, and demonstrated a positive attitude. Furthermore, 88% of students felt that the game helped raise their awareness of leopard conservation. This study concludes that game-based learning, which integrates information about endangered species like the Javan leopard, has enormous potential to support biology education and raise awareness of biodiversity conservation.

Relevance of Science Education for Self-reliance and National Economic Development

2025-02-26T07:56:15+00:00

This study investigates the role of science education as a catalyst for economic development and self‐reliance by drawing on case studies from developed countries and synthesising key themes from a systematic literature review. Using qualitative content analysis of 15 selected studies, the review reveals that integrating rigorous theoretical instruction with practical, hands-on training, as exemplified by Germany’s dual education system, South Korea’s integrated science and technology approach, the innovation-driven environment in the United States, and Israel’s agri-tech successes, can enhance workforce readiness, drive technological innovation, and stimulate entrepreneurial activity. These international examples provide valuable insights for Nigeria, suggesting that similar strategies could improve local economic competitiveness and reduce dependency on foreign expertise. However, the study also identifies significant challenges, including inadequate funding, outdated curricula, and insufficient infrastructural support, which hinder the full realisation of science education’s potential. The findings underscore the need for targeted educational reforms and strategic investments to translate these benefits into sustainable economic growth and development.

The Application of Socioscientific Issues (SSI)-Based Learning to Develop Scientific Argumentation Skills in the Production of Bio-foam (Biodegradable Styrofoam) from Sugarcane Bagasse

2025-02-12T03:46:06+00:00

SSI-based learning focuses on the complex problems that develop throughout society. SSI holds significant implications for society, requiring students, as the future generation, to actively participate in dialogue, discussion, debate, and argumentation. The purpose of this study is to analyse the development process of scientific argumentation skills in the production of bio-foam using sugarcane bagasse (Saccharum officinarum Linn). We have adopted a pre-experimental methodology, utilising a one-shot case study design. Students' observation sheets and SSI-based worksheets serve as research instruments, assessing their scientific analytical skills. The research findings reveal that students' implementation of SSI-based learning in the production of bio-foam from sugarcane bagasse demonstrates high competency and adherence to the learning stages. The average score of 87.6 fell into a very good category. The proficiency in completing the SSI-focused worksheets achieved an average score of 89.3; it was also classified as very good. The implementation of an SSI-focused study has led to the attainment of level 4 analytical skills in scientific argumentation for sugarcane bagasse production. This study reveals that students are capable of presenting argumentation skills with a single, clear counterargument. Therefore, implementing SSI-based learning in the production of sugarcane bagasse can enhance the development of scientific argumentation skills.