Conceptual understanding, reflecting, thinking and attitudes: Basis for evaluating STS model of teaching

Date of Publication

8-16-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Chemistry

Subject Categories

Chemistry

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Minie Rose C. Lapinid
Drexel H. Camacho
Emmanuel V. Garcia
Socorro E. Aguja

Abstract/Summary

To develop, implement and evaluate the module integrating Science, Technology and Society (STS) in teaching in the concept Organic Reactions served as the main objective of this action research. Students’ conceptual understanding, reflective thinking and attitudes towards the model were the basis for its effectiveness. The STS Module followed the ADDIE instructional design method, within the local context of the structure; Teach Science, Connect to Technology and Relate to Society and aligned with the Isabela State University Outcomes, PDSA Model (Plan-Do-Study-Act) was used as the action research model. In the Plan stage, teaching practices was identified as the system, and through feedbacks from former students’, the root causes were analyzed, which served as basis on how to improve teaching practices. The implementation of the module was conducted during the 2nd Semester 2018-2019 the 1st year Bachelor of Science in Fisheries and Aquatic Sciences students as participants. Both qualitative and quantitative data were employed in the analysis of the module’s effectiveness. Wilcoxon Signed Ranks Test was used in determining significant change on student participants’ conceptions, perceptions on chemistry class, level reflective thinking before and after instruction. While thematic analysis was used for the students’ attitude towards the use of the module, wherein data was gathered through focus group discussion. Moreover, STS Based Activities and Poster Project assignment served as performance tasks. Results revealed that the participants, have little background on the concepts of organic reactions before, however a significant changed after the instruction. Participants perceptions on Chemistry class on the dimensions Science Inquiry Activities and Positive Affect beliefs before and after instruction were significant. Thematic analysis revealed that participants had positive attitudes in integrating STS in teaching and preferred over the textbook oriented. Furthermore, the level of Reflective thinking in the constructs habitual action, understanding, reflection and critical reflection were also significant of the participants were significant. Participants scores on the STS based activities and poster project assignment were both above the median scores. Lastly, classroom observation on the performance of the researcher in integrating STS in teaching the concept of organic reactions had a descriptive rating of outstanding. Thus, conceptual understanding, reflective thinking and attitudes as basis for integrating STS in teaching were effective. Pedagogical decisions can be made by the institution’s curriculum board to review the adaptation since it was aligned with the outcomes and graduate attributes. Science educators may be encouraged in developing creative and innovative lesson plans that demonstrate the importance of science to lifelong learners.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG008248

Keywords

Science--Study and teaching; Technology--Study and teaching; Critical thinking

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Embargo Period

3-30-2025

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