I-STEM-PBL: Framework on biology education for sustainable development

Clicks: 2
ID: 287524
2023
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #3,064 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The United Nations Educational, Scientific, and Cultural Organization is urging the scaling up of sustainable development (SD) interventions in education. To address this, I explored a framework for biology education that combines Integrated Science, Technology, Engineering, and Mathematics with Problem-Based Learning, termed I-STEM-PBL. The aim was to improve instruction and meet evolving educational needs while evaluating my own teaching practices. The study was contextualized in reigniting youth interest in Pili (Canarium ovatum), an endemic product in Sorsogon, where I taught. Employing a practitioner inquiry approach, I applied the Plan, Do, Study, and Act model. A mixed methods design collected quantitative data (N = 38) and qualitative data (n = 20) at a public secondary school in Sorsogon, Bicol, Philippines, renowned for Pili production. The findings highlighted positive feedback from students, indicating action-orientation, learner-centeredness, and transformative learning. Throughout the I-STEM-PBL process, students demonstrated conceptual learning and scientific creativity. The evaluation revealed the module's effectiveness in improving students' understanding of biomolecules and their behaviors towards SD, as well as their perceptions of active learning. However, as a teacher-researcher, I faced challenges alongside the students, including time and resource limitations. These challenges were mitigated through the implementation of differentiated instruction and an emphasis on communication and collaboration. Insights emphasized the importance of guidance, active engagement, and a supportive learning environment. The study's limitations included a small sample size and location-specific findings, emphasizing the need for replication with larger and more diverse samples. Recommendations include integrating the I-STEM-PBL into the curriculum, providing professional development programs for teachers to ensure effective implementation, and enhancing the framework to strike a balance between the objectives of SD and the curriculum standards set by the DepEd. Keywords: Education for sustainable development, problem-based learning, STEM education, sustainable development
Reference Key
persistent_1760661853_68f1915d4fe03 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Funa, Aaron A.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/21
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.