Title

Inquiry approaches in learning physics

Date of Publication

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Physics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Voltaire M. Mistades

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Maricar S. Prudente
Socorro E. Aguja
Bee Ching U. Ong
Gil Nonato C. Santos

Abstract/Summary

The study developed and validated the open inquiry learning framework in Physics which adheres to the requirements of the constructivist and inquiry approaches. This framework can serve as guide for Physics teachers to meet the demands of the Enhanced Basic Education Curriculum. The developed framework and learning materials were evaluated by experts in Science education who have gained experience in the implementation of inquiry approaches. The study investigated the effectiveness and efficacy of the guided inquiry and OILFP in the learning aspect in terms of a) concept attainment, b) acquisition of 21st century skills and c) change in learning attitudes towards Physics. This study employed a mixed method research design. Qualitative and quantitative research methods were used to answer the research questions. For the quantitative analysis, the following instruments were adapted: a) Colorado Learning Attitudes about Science Survey, b) 21st century skill instrument and c) Energy Momentum Concept Survey. In terms of concept attainment, students exposed to OILFP resulted to higher Hake gain (0.82) compared to those who were exposed to guided inquiry learning approach (0.04). No improvement was established in the over-all 21st century skills of the control group. Improvements were established on the following aspects : inventive thinking and high productivity. Meanwhile, for the experimental group, their 21st century skills have significantly improved after the instructional intervention. Improvements were established in the following aspects: information literacy, effective communication, inventive thinking, high productivity and leadership skills. It was found in the study that guided inquiry and OILFP resulted to positive shift of learning attitudes of students. However, OILFP resulted to negative shifts in the following aspects, a) problem solving sophistication, b) conceptual understanding and c) applied conceptual understanding. Thus, OILFP has been an effective in improving a) students learning

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007639

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc; 4 3/4 in.

Keywords

Physics--Study and teaching; Science--Study and teaching; Physics teachers; Learning

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