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Journal of Science Research & Education

An International Science and Engineering Journal

Publishing model: Diamond Open Access (Free) • Frequency: Triannual (3 issues/year) • Online ISSN: 2988-1021
Global Innovation & Academic Press • Open Access Academic Publisher Explore open access policies → Author guidelines →

Current Issue: Volume 1, Issue 1 (2026) Inaugural Edition

Volume 1, Issue 1 (2026) • Full Open Access
Published online: October 2026 • Published by GIA Press
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Spectroscopic Characterization of Bioactive Secondary Metabolites from Endophytic Fungi in Sulawesi Mangrove Forests

Isolation and structural elucidation of polyketide derivatives from marine-derived Aspergillus isolates exhibiting antimicrobial properties against multi-drug resistant bacterial strains.

Machine Learning Applications in Soil Quality Assessment: Predictive Modeling of Heavy Metal Bioaccumulation

Utilizing ensemble gradient boosting (XGBoost) and random forest classifiers on multi-spectral satellite imagery and ground soil samples to forecast cadmium and lead bioaccumulation indices in agricultural river basins.

Comparative Analysis of Problem-Based Learning versus Virtual Reality Laboratories in Undergraduate Molecular Biology

A longitudinal evaluation across three academic cohorts evaluating spatial comprehension and laboratory troubleshooting skills. Students utilizing immersive VR simulations demonstrated higher procedural retention rates.

Computational Modeling of Thermoelectric Nanomaterials for Waste Heat Energy Harvesting in Tropical Microgrids

Investigating bismuth telluride heterostructures via density functional theory (DFT) to optimize Seebeck coefficients. Computational outcomes demonstrate an 18% improvement in figure of merit (ZT) under simulated equatorial operating ambient.

Integrating Generative AI and Adaptive Learning Frameworks in STEM Teacher Professional Development

This study examines the pedagogical efficacy of fine-tuned large language models in scaffolded inquiry tasks among 240 secondary school science teachers. Results show significant gains in conceptual mastery and automated diagnostic assessment accuracy.