Resilient learning: Empowerment Through Transformative Home-Based Science Laboratory
Document Type
Paper presentation
School Name
Saint Louis College
School Code
N/A
Abstract / Executive Summary
This qualitative research explored and understood the lived experiences of selected high school students in their home-based Science laboratory. Using individual interviews with ten high school students of Saint Louis College, San Fernando, La Union, responses were transcribed through intelligent verbatim and analyzed using the repertory grid technique. Findings revealed that home-based Science laboratory activities provide empowering experiences that enhance scientific engagement, meaningful learning, and the development of life and scientific competencies. These experiences foster personal growth, transformative learning, and resilience despite constraints such as limited resources for scientific exploration and reduced collaborative learning. Anchored in the principles of the United Nations’ Sustainable Development Goals, particularly SDG 4: Quality Education, SDG 10: Reduced Inequalities, and SDG 13: Climate Action - this study highlights how equitable, flexible, and resilient learning environments can sustain quality Science education even amid disruptions. Both empowering and constraining experiences enabled students to adapt and thrive, reinforcing resilience as a dynamic process. The study generated the “Framework for Empowering Learners with Resilience through Transformative Home-based Science Laboratory,” derived from the subordinate themes of Empowering Experiences and Constraining Experiences. The framework serves as a guide for strengthening learner resilience and promoting inclusive, sustainable science education in diverse learning contexts.
Keywords:
constraints, empowerment, home-based laboratory, resilience, transformative learning, sustainable development goals
Resilient learning: Empowerment Through Transformative Home-Based Science Laboratory
This qualitative research explored and understood the lived experiences of selected high school students in their home-based Science laboratory. Using individual interviews with ten high school students of Saint Louis College, San Fernando, La Union, responses were transcribed through intelligent verbatim and analyzed using the repertory grid technique. Findings revealed that home-based Science laboratory activities provide empowering experiences that enhance scientific engagement, meaningful learning, and the development of life and scientific competencies. These experiences foster personal growth, transformative learning, and resilience despite constraints such as limited resources for scientific exploration and reduced collaborative learning. Anchored in the principles of the United Nations’ Sustainable Development Goals, particularly SDG 4: Quality Education, SDG 10: Reduced Inequalities, and SDG 13: Climate Action - this study highlights how equitable, flexible, and resilient learning environments can sustain quality Science education even amid disruptions. Both empowering and constraining experiences enabled students to adapt and thrive, reinforcing resilience as a dynamic process. The study generated the “Framework for Empowering Learners with Resilience through Transformative Home-based Science Laboratory,” derived from the subordinate themes of Empowering Experiences and Constraining Experiences. The framework serves as a guide for strengthening learner resilience and promoting inclusive, sustainable science education in diverse learning contexts.
