Integrated Science

This Impact Report identifies and summarises the diverse impacts, resulting from the £500m of UK funding of Science and Technology in 2013, using numerous quantitative metrics and short case study extracts.  It shows how the varied impacts of a national science and technology organization and its many funded programmes can be annually identified, captured, tracked, and summarised in a public document.

The report was produced for, and by, the Science and Technology Facilities Council (STFC) -  the UK Research Council responsible for funding: (1) all UK astronomy, particle and nuclear physics research, (2) related UK science and technology facilities (e.g. as Harwell and Daresbury), (3) the UK contribution to international science (e.g. CERN, international telescopes and space missions), (4) innovation and business spin-off programmes, and (5) UK public engagement activities.

The Report was co-researched and co-authored by the STFC Impact Team, including myself while Impact Evaluation Manager in 2013, with Dr. Claire Dougan-McCallie (lead author/Head of Impact) and Jenny Beard, with additional input from senior managers, and many data and case study contributions from other key managers across STFC.

Varied key impacts are identified and reported including:

• Research amongst the best (by citation impact) in astronomy, nuclear and particle physics.
• Supported research of 226 Principal Investigators in 70 universities, led to 1,100 peer-reviewed papers in 2012.
• Facilities (the Diamond Light Source, ISIS and CLF) were used in 2012/13 by over 4,200 unique users , in over 2,400 experiments, producing over 1,000 papers in peer-reviewed journals.

• Technology from CERN benefited the UK economy by over £100 billion every year.
• Funding the development of the UK’s space, internet and computer animation industries, returned over £500 billion to the UK economy per annum.
• Funded Innovation Campuses hosted over 230 enterprises and supported over 5,000 jobs.
• UK industry won £43 million in contracts from the international subscriptions funded, and had accumulated a total of £150 million since 2005.

• Funded research inspired future generations to study STEM subjects, attracting 90% of UK undergraduates to study physics, funded 782 PhD students  and 16,800 student training days.
• Between 2009 to 2012 public engagement programmes engaged people on 58 million occasions, with 2 million people engaged in face-to-face activities in 2013 alone.

Note: investigative project should be written in PAST TENSE. 1. Title. State clearly what the experiment is about. 2. Observation & Background Information Highlight what you have observed in reality and from research which directly reflects the topic and the hypothesis you are seeking to form. 3. Hypothesis Formulate a scientific prediction/explanation based on the observation. The Hypothesis should be clearly stated for testing. This should be no less than three (3) paragraphs expressing what you have observed happening to bread in your household over a period of time, and the conditions under which the fresh bread normally start changing. In addition, include information you would have researched on the internet on the types of mold, which type actually grows on bread, what conditions increases the growth of that mold on bread, and the health risks of keeping mouldy bread in the home as well as consuming it. Highlight the independent/changeable factors/conditions associated with the experiment. (Example: Moisture, Dark/Light) 8. Responding Variable Highlight whatever factors of the experiment which will respond to change. (Example: One bread will grow mould faster than one) 9. Expected Results Your expected results are typically expressed in a very structured table, listing, short paragraph, or graph in which you wish to use for the execution of the experiment. These structures are used for describing what you expect your results will be. 10. Inferences Your inferences are a list of three (3) to five (5) sentences which specifies your support or rejection of the hypothesis, and logical reasons why. 11. Observation(s) Highlight what you have observed throughout the entire experiment. Represent your observations with images/drawings of the experiment set up (before and after your execution of the experiment), detailed paragraph(s), and/or data table.

ABSTRACT
This research work sought to improve on the performance of students with peer teaching approach in integrated science. An Action Research was used in this study to improve student’s performance in integrated science. Form Three General Art Students of Winneba Secondary School numbering 50 was the sample used for the study. The research instruments used were questionnaires and tests. It was observed that these students believed that, integrated science is difficult and boring hence does not attempt to excel in the subject. The students were engaged in activities of peer teaching g. At the pre-intervention stage, diagnostic pretest was used to assess the magnitude of student’s performance and a pre-intervention questionnaire was administered to examine the cause of student’s poor performance in integrated science. It was deduced that lack of activities involving learners affected their interest and performance in integrated science. Duration of six weeks intervention plan was designed and implemented to assist students to improve their performance in integrated science. A number of recommendations have been made based on the findings of the research which include the need for teachers to always use varying teaching methods such as demonstration, practical activities, peer tutoring and discussions to make integrated science lessons interesting. In addition, the performance of Form Three General Art students of Winneba Secondary School improved exceedingly when varying teaching methods, timely marking of students exercises and effective remedial lessons were Conducted. It is hoped that learners will be more engaged in the teaching and learning process to develop and sustain their interest in the subject.

The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students' integrated science process skills. Specifically, it sought to find out if students exposed to COPT have higher integrated science process skills than those students exposed to the traditional teaching approach (TTA). Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-based activities in General Inorganic Chemistry. The study used the quasi-experimental pretest-posttest control group design. The sample of the study consisted of two (2) intact sections of first year college students in a private higher education institution in Manila who are enrolled in General Inorganic Chemistry during the Second Semester of School Year 2011-2012. Thirty nine (39) students are in the COPT class while thirty eight (38) students are in the TTA class. The instrument used in the study is the Integrated Science Process Skills Test (ISPST) to evaluate students' integrated science process skills. The instrument was content validated by panel of experts and was pilot tested. The study found out that the mean posttest score in the Integrated Science Process Skills Test was not significantly higher for students exposed to COPT than for students exposed to TTA. The integration of career-oriented examples in chemistry was not effective in enhancing students' integrated process skills given the limited time of intervention. Longer exposure to intervention is necessary to enhance college students' integrated science process skills.

COURSE DESCRIPTION: This course serves as an introduction to the ideas, concepts and practices which form the basis of modern science. In this first section of the Integrated Science course, the areas of physics, astronomy and geology will be covered. Science began nearly two and a half millennia ago in ancient Greece. Physics was the first of the sciences and is still considered the most basic of all the sciences. In physics, the phenomena, events and happenings of which our physical environment consists are logically analyzed into their most fundamental components; matter and motion against the common background of space and time. Ancient philosophers carefully observed all in the world around them, including the stars in the night skies. Observational astronomy was one of the motivating factors in the earliest development of concepts of change and motion in physics and science in general, even though astronomy is an independent science in our own time. The separation of science into many different branches is a later development. That part of astronomy which involves an explanation of the motions of planets stars and other heavenly bodies is also called astrophysics. So, after our study of the basic concepts of motion, the forces which make material bodies move, the energies involved in such processes, the electromagnetic forces and light, we will study structure of the basic units of matter, the atom and the nucleus. Such a study of the microscopic elements of our physical reality actually brings us back the the structure of the universe as a whole as well as the nuclear processes which fuel the stars themselves. So we will then study the astronomy of the universe, galaxy and solar system. After we study the planets in our own solar system, we will continue to specialize our study on our own planet, the earth. In particular, we will look at the forces which shape the surface of our earth as well as how the rocks which make up our immediate environment came to be formed. This will complete our course, but Integrated Science will not be finished. All of the sciences are related in a single whole, yet chemistry and biology have been left for the second course of Integrated Science. That particular separation of the sciences is completely articifial, made as a convenience for our studies, since all of the sciences form a single comprehensive whole. GRADING METHOD: This course will consist of two internet lectures per week over an eight week period. After the eighth lecture, a midterm exam will be given over the internet. A final exam will be given in a common area with a proctor present at the end of the eight week course. In the text of each chapter of the textbook, "activites" are listed. These "activites," as well as others to be posted by the instructor over the internet, will be completed individually by the students and written reports submitted to the instructor for correction, comment and grading. These activites are provided to replace the laboratory exercises which usually accompany a science course such as this one. Problems from the textbook as well as new problems posted on the internet will also be completed by the students with the answers submitted to the instructor. And finally, each chapter of the textbook includes a section on "questions for thought." These questions, and others posted by the instructor, will form the basis of an ongoing internet discussion by the students and instructor. Student responses and contibutions to the discussion for these threaded questions will also be considered in determining the student's grade for this course. Handouts and further explanations of requirements and procedures will be given during the course as necessary. So, there are four parts to this course which the student will need to complete for a grade:

This study investigated effects of scaffolding on achievement of junior secondary school students in integrated science in Potiskum LGA Yobe State, Nigeria. Two research questions and two hypotheses guided the study. The procedure for data collection were gather through the administration of questionnaire and scoring of instrument, the design for this study was experimental research design. Simple random sampling technique was applied to select a total sample of ninety (90) students from two secondary schools for the study. The instruments for data collection were integrated science scaffolding Achievement Test (ISSAT) for the treatment group and Lecture Method of Teaching (LMT) for the control group. Mean and standard deviation were used to analyze the data. The hypotheses were tested using t-test at 0.05 level of significance. The reliability of the instrument was calculated using Kuder-Richardson (K-R20) procedure from which a reliability coefficient of 0.72 was obtained. Table 1 presented result on the effect of scaffolding on junior secondary school students’ achievement in integrated science. The result obtained from Table 2 on effect of gender on students’ achievement using scaffolding method which proved that gender does not play a significant role in the achievement of subjects when exposed to scaffolding method of teaching strategy. Therefore, scaffolding method of teaching strategy is gender friendly. The researcher made the following recommendations. Teachers of integrated science and other related subjects in junior secondary schools should adopt scaffolding for teaching the subjects, Nigerian Educational Research and Development Council (NERDC) should consider incorporating scaffolding into the teaching of integrated science when next they are reviewing the curriculum.

Danau Rawapening telah banyak mengalami perubahan yang dapat dilihat dari tidak terkontrolnya eceng gondok, bahkan pada musim kemarau dapat menutupi permukaan danau hingga 70%. Pertumbuhan eceng gondok yang sangat cepat memerlukan penanganan yang tepat. Tujuan penelitian ini adalah menganalisis pemanfaatan eceng gondok di danau Rawapening secara optimal sebagai sumber energi terbarukan.
Tahapan dalam Penelitian ini yaitu: (1) Tahap Persiapan berisi identifikasi masalah, bagaimana menganalisis optimasi pemanfaatan eceng gondok danau Rawapening sebagai sumber energi terbarukan; dan studi literatur tentang eceng gondok, danau Rawapening, dan energi terbarukan; (2) Tahap Pengumpulan Data tentang tentang eceng gondok, danau Rawapening, dan energi terbarukan dari eceng gondok. Pada tahap ini peneliti melakukan survey lapangan dan wawancara warga sekitar; (3) Tahap Pengolahan Data yang berisi terkait pengolahan data dan analisa data; dan (4) Tahap Akhir, yaitu hasil analisa optimasi pemanfaatan eceng gondok (Eichhornia crassipes) danau Rawapening sebagai sumber energi terbarukan.
Hasil dari penelitian ini adalah: (1) hasil analisa menunjukkan bahwa dari pemanfaatan lahan 30 % danau Rawapening untuk lahan eceng gondok seluas 8.010.000 m2 dihasilkan potensi volume biogas perhari sebesar 142.663.502,232 m3; (2) potensi gas metana yang dihasilkan sebesar 92.731.276,451 m3. Gas ini dapat dikonversi menjadi energi listrik sebesar 1.035.808.357,957 kWh/hari atau setara dengan 1.035.808,358 MWh/hari. Nilai ini setara dengan 310.138.048,331 kg gas elpiji atau setara dengan produksi gas elpiji 103.379.349 tabung elpiji bermassa 3 kg perharinya; dan (3) dimungkinkan untuk dilakukan adanya budidaya secara alami eceng gondok sebagai sumber energi terbarukan dengan tetap mengontrol dan mempertimbangkan kelangsungan ekosistem danau Rawapening termasuk sedimentasi danau Rawapening.

Despite the implementation of key global educational reforms, low literacy levels still manifest in most Arab states, South Asia and Sub Saharan Africa including Uganda. The study investigated the influence of teacher quality on literacy achievement in primary schools in Uganda. Using cross-sectional survey design involving mixed research methods used a questionnaire, and an interview guide, to collect data from a purposively selected sample of 360 participants. Both qualitative and quantitative data were simultaneously analyzed and presented. Findings indicate that teacher quality is key and it greatly influences literacy achievement. Although 90% of them had been trained, their quality was compromised by unprofessional practices and increased pupil enrollment ratio amidst teacher shortage. As such, more teachers need to be attracted, trained, recruited, and motivated for quality assurance in the education system.

Abstrak Penelitian ini dilatari oleh maraknya kasus-kasus moral yang menjadi viral di media sosial, yang mengindikasikan telah terjadi degradasi moral di negeri tercinta ini, khususnya pada kalangan remaja. Diantaranya adalah munculnya video siswa Sekolah Dasar (SD) yang memarahi gurunya, siswi Sekolah Menengah Atas (SMA) yang berkata kotor pada aparat kepolisian yang sedang bertugas, hingga tindakan pelecehan seksual oleh pelajar. Fenomena tersebut meniscayakan adanya perbaikan pada sektor pendidikan. Salah satunya adalah melalui pendidikan karakter. Berkenaan dengan ini, yang paling tepat adalah dimulai sejak anak usia dini (dibawah 6 tahun), sehingga dapat menjadi pondasi awal dalam berperilaku di masa yang akan datang. Kehidupan anak tidak dapat terlepas dari sains dan teknologi, kreativitas dan aktivitas sosial. Hal tersebut menjadi relevan untuk mengimplementasikan pendidikan karakter untuk anak usia dini yang sesuai dengan perspektif Islam dalam materi sains. Penelitian ini merupakan penelitian kualitatif deskriptif. Penulis menelusuri berbagai

The purpose of this study was to develop an integrated mathematics teaching device with Quranic values that meet valid, practical, and effective criteria to meet good product standards. This study includes a development study consisting of the design and implementation phases. The analysis in this study used validity analysis with Aiken's validity index, and the utility analysis performed by transforming the results of the test data on five Widoyoko scales. The analysis required to test the effectiveness of the integrated mathematics teaching device with Quranic values uses a one-way ANOVA F test and a follow-up test using Post Hoc Multiple Comparisons. The results of verification by two experts stated that the Quranic values of the integrated mathematics teaching device met valid criteria. In line with the teacher's assessment that the four components evaluated, namely syllabus, lesson plan, students worksheet, and test meet practical standards. There is no difference based on the responses of students from three schools with different accreditations/quality (P-value = 0.340, with significance level = 0.05). This response to mathematics teaching device demonstrates that it has meet effective standards and can be used in schools with different certification status. The mathematics teaching device with Quranic values meets the criteria for good teaching devices because it meets valid, practical, and effective criteria.

Nd2O3 activated borate-based glass series of molar composition of 20Li2CO3-5SrO-5ZnO-(70-x)B2O3-xNd2O3 (0 ≤ x ≤ 2) was prepared via conventional melt quenching procedure. The prepared glass samples were characterized to evaluate the influence of Nd2O3 activation on their optical absorbance, ligand and crystal field parameter, as well as optical band gap energy. The XRD spectra of the glass samples depict a wide hump in the range of 15 o −38 o which infer their amorphous nature. The EDX analysis of the glasses detected the right traced elemental compositions. The spectra of the optical absorption of the glasses disclosed twelve unambiguous absorptions peaks with hypersensitive band at 17212 cm-1. The bandgaps and Urbach energies of the glasses were found to be sensitive to the variation in Nd2O3 contents. The first three optical absorption bands near the UV edge were used to evaluate the ligand field parameters. The calculated Racah parameters (B and C) of the glasses indicated a reasonable change in the inter-electronic repulsion with the increase in Nd2O3 dopant concentrations. The alteration in the crystal field parameters (Dq and Dq/B) of glasses with Nd2O3 activation displayed a rise in the degree of covalency.

This research aims to; 1) develop learning media in the form of an integrated science bulletin on sound material; 2) investigate the response of students to the feasibility study media in the form of an integrated science bulletin on sound material for students of class VIII, with the formulation of the problem; 1) How to develop learning media in the form of an integrated science bulletin on sound material ?; 2) How is the response of students to the feasibility study media in the form of an integrated science bulletin on sound material. This study is a R & D method which adopting development of Borg & Gall. Subjects in this study were students of class VIII SMP Negeri 7 Bandar Lampung and SMPN 21 Bandar Lampung amounted to 40 learners and data collection instruments used in the form of a questionnaire given to subject matter experts, media experts, and a science teacher SMP to test the feasibility of media learning in a bulletin in the form of a pocket book for integrated science teaching. The type of data that is generated is a qualitative and quantitative data were analyzed with the guidelines criteria to determine eligibility assessment category product. The results of this study are; 1) has developed learning media in the form of an integrated science bulletin in the form of a pocket book; 2) feasibility study media bulletin integrated science that has been developed is very feasible with a percentage of 82% is based on an expert assessment materials after the final stage of repair, design expert with a percentage of 79.4% with the criteria of decent; 3) the percentage was 77.6%, a teacher the criterion is a decent; 4) the results of the response of learners with a percentage of 80% with the criteria are eligible. Abstrak: Penelitian ini bertujuan untuk; 1) mengembangkan media pembelajaran berupa buletin IPA terpadu pada materi bunyi; 2) mengetahui respon peserta didik terhadap kelayakan media pembelajaran berupa buletin IPA terpadu pada materi bunyi untuk peserta didik kelas VIII, dengan rumusan masalah; 1) Bagaimana mengembangkan media pembelajaran berupa buletin IPA terpadu pada materi bunyi?; 2) Bagaimana respon peserta didik terhadap kelayakan media pembelajaran berupa buletin IPA terpadu pada materi bunyi. Penelitian ini merupakan penelitian R&D yang mengadopsi pengembangan dari Borg & Gall. Subjek dalam penelitian ini adalah peserta didik kelas VIII SMP Negeri 7 Bandar lampung dan SMP Negeri 21 Bandar Lampung berjumlah 40 orang peserta didik dan instrumen pengumpulan data yang digunakan berupa angket yang diberikan kepada ahli materi, ahli media, dan guru IPA SMP untuk menguji kelayakan media pembelajaran berupa buletin dalam bentuk buku saku untuk pembelajaran IPA terpadu. Jenis data yang dihasilkan adalah data kualitatif dan kuantitatif yang dianalisis dengan pedoman kriteria kategori penilaian untuk menentukan kelayakan produk. Hasil penelitian ini adalah; 1) telah dikembangkan media pembelajaran berupa buletin IPA terpadu dalam bentuk buku saku; 2) kelayakan media pembelajaran buletin IPA terpadu yang telah dikembangkan adalah sangat layak dengan persentasi 82 % berdasarkan penilaian ahli materi tahap akhir setelah perbaikan, ahli desain dengan persentase 79,4% dengan kriteria layak 3) dengan persentase adalah 77,6%, penilaian guru dengan kriteria adalah layak 4) hasil respon peserta didik dengan persentase 80% dengan kriteria layak.

""The Inscribing Environmental Memory Research Initiative"

Presented by Steven Hartman

Research clusters within the Nordic Network for Interdisciplinary Environmental Studies (NIES), the North Atlantic Biocultural Organization (NABO) and the Global Human Ecodynamics Alliance (GHEA), in cooperation with partner networks in the USA, the UK and the Nordic countries, have undertaken a major interdisciplinary research initiative that aims to examine environmental memory in the medieval Icelandic sagas, with a prominent focus on historical processes of environmental change and adaptation. The medieval Sagas of Icelanders constitute one key corpus, among other literary and documentary corpora, to be investigated in this initiative.

Anchored in traditional fields of study (e.g. saga studies and various medieval-studies fields) as well as newer and emerging fields (e.g. integrated history and historical ecology, ecocriticism, digital and environmental humanities, etc.), the initiative brings together literary scholars, anthropologists, archaeologists, historians, geographers, digital humanities specialists and environmental and life scientists in a coordinated set of sub-projects.

The initiative seeks to foreground evidence of changing environmental conditions in Iceland, Greenland and Scandinavia from the late Iron Age through the pre-Industrial period, with a guiding focus on long-term human ecodynamics and the relations among ecological change and adaptation, on the one hand, and resource management, social organization/conflict and resilience on the other.

In response to a call for preliminary abstracts, 28 IEM sub-project proposals were submitted in fall 2012. Not all of the sub-projects proposed will be part of the final IEM program; many will be consolidated into a more manageable number of sub-project nodes and some may not move forward as prioritized focuses of the IEM initiative in the immediate future. We anticipate this will largely be a process of self-selection.

Numerous IEM workshops organized by NIES, NABO, GHEA and various university networks are taking place in 2013 in Sweden, Scotland and Iceland. IEM project development work in 2013 is expected to culminate in several major bids for research funding to be submitted to research financing agencies in various national and international contexts between fall 2013 and summer 2014. This talk briefly sketches how this initiative began and how it has developed over the past year. More importantly, it looks ahead to where we expect IEM to be heading in the next year and beyond."

Abstrak: Artikel ini berusaha mengungkapkan tentang pentingnya pembinaan keagamaan untuk membentuk kepribadian anak jalanan yang identitasnya sebagai muslim yang kemudian ditunjukkan baik dalam perilaku dan kebiasaan. Banyak orang menganggap bahwa anak jalanan sebagai anak-anak menjadi seperti kehidupan orang dewasa, bekerja dalam waktu yang panjang untuk mendapatkan uang dalam kondisi yang berbahaya baik untuk perkembangan fisik dan kesehatan mereka. Begitu pula berdampak terhapat hilangnya kesempatan mereka untuk mengenyam pendidikan. Penanaman keagamaan untuk anak jalanan secara perilaku lahiriyah seperti berjalan, makan, minum, berkomunikasi dengan orang tua, teman dan yang lainnya adalah hal-hal yang penting. Sebagai contoh perilaku kepribadian adalah tulus, tidak iri hati, dan perilaku terpuji lainnya. Pembinaan keagamaan yang ditujukan kepada anak-anak jalanan dimaksudkan untuk memupuk pandangan hidup yang stabil berdasarkan nilai-nilai keislaman yang kemudian dapat digunakan untuk berpikir, berperilaku berdasarkan norma Islam ataupun kepribadian yang berdasarkan pendidikan pemikiran Islam yang memiliki faktor-faktor dasar yang berbeda.

In this paper we report on a research conducted to study engineering students’ visualization processes as they interacted with a digital environment designed to support mathematically driven explorations in 3d space. We particularly focused on identifying connections between the visualization processes in which the students engaged, the use of the digital environment’s tools and functionalities and the unfolding of their mathematical reasoning activity about concepts related to 3d space visualization and orientation. Since the development of spatial and visualization abilities is considered to be fundamental for engineering students’ education, we looked for instances in which students’ visualization, construction and mathematical reasoning processes may have contributed to the enhancement of those abilities.

Artikel ini berusaha mengungkapkan tentang pentingnya pembinaan keagamaan untuk membentuk kepribadian anak jalanan yang identitasnya sebagai muslim yang kemudian ditunjukkan baik dalam perilaku dan kebiasaan. Banyak orang menganggap bahwa anak jalanan sebagai anak-anak menjadi seperti kehidupan orang dewasa, bekerja dalam waktu yang panjang untuk mendapatkan uang dalam kondisi yang berbahaya baik untuk perkembangan fisik dan kesehatan mereka. Begitu pula berdampak terhapat hilangnya kesempatan mereka untuk mengenyam pendidikan. Penanaman keagamaan untuk anak jalanan secara perilaku lahiriyah seperti berjalan, makan, minum, berkomunikasi dengan orang tua, teman dan yang lainnya adalah hal-hal yang penting. Sebagai contoh perilaku kepribadian adalah tulus, tidak iri hati, dan perilaku terpuji lainnya. Pembinaan keagamaan yang ditujukan kepada anak-anak jalanan dimaksudkan untuk memupuk pandangan hidup yang stabil berdasarkan nilai-nilai keislaman yang kemudian dapat digunakan untuk be...

UNESCO Global Geoparks (UGGps) are excellent teaching opportunities as outdoor classrooms and incubators of sustainable development, sustainable lifestyles, appreciation of natural and cultural diversity, and promotion of peace. Naturtejo UGGp offers educational programmes addressed to the school public (formal education) since 2007, focused on geosciences education for sustainability. These programmes intend to contribute to the conservation and promotion of the local natural and cultural heritage, as well as to the sustainable development of this Portuguese territory. The educational activities are promoted with different partners and are addressed to students and teachers from the kindergarten to the university. Most of the activities are outdoor activities with the purpose to re-connect young people with nature. This link has been weakening particularly in larger towns but it is essential to re-establish an emotional bound between future responsible citizens and the natural environment.

Keyword: E-flipbook; Science; Water pollution; Illegal sand mining; River basin.

The aim of this research is to produce a valid e-flipbook on science learning content for water pollution that integrated with illegal sand mining activities in a river basin to enhance environmental care attitude. The research method used was research and development with ADDIE models that are limited to the developing stage. The research sample consisted of 20 seventh grade students of junior high school. The average validation resulted by media expert is 3,5 and content expert is 3,6 with very good category, the result of validation by science teacher is on average 3,6 with very good category and peer reviewer obtained an average value of 3,7 with very good category, the results of validation by 20 students obtained an average value of 3,7 with very good categories. Research data were analyzed and interpreted using descriptive analysis. Based on the results of development and validation, this e-flipbook can be concluded valid and can be applied in learning. This research is important because it uses technology and raises issues about environmental problems.