Developing scientific reasoning skills using interactive applications

Date of Publication

2014

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Socorro E. Aguja
Adora S. Pili

Abstract/Summary

The purpose of this study was to determine how interactive applications affect students development of scientific reasoning for the topic of plant propagation in a constructivist classroom setting. The study promoted creative thinking, self-directed learning, and mastery through varied technologies.

A quasi-experimental research design using quantitative and qualitative data was employed. One heterogeneously-grouped class was selected from the 9 sections of De La Salle Santiago Zobel School Grade Four students. The study was conducted during Term 2 of the Academic Year 2014-2015. This grouped was referred to as Interactive Media Group. Quantitative data were obtained from a 23-item Knowledge and Technical Skills test and 35-item Process Skills test on plant propagation developed by the teacher-researcher. Qualitative data were obtained from the students IRF Journals, IRF Drawings, and Interviews. A paired t-test was conducted.

The study revealed that there was an observed significant improvement in the students performance in the three different domains using the interactive applications based on the computed t values of 27.466 (Knowledge and Technical Skills), 31.416 (Process Skills) and 29.214 (Understanding) was higher than the tabled value of 2.042 at 31 degrees of freedom (p-value = 0.0000 < 0.05). The Process Skills domain has the highest significant improvement in terms of difference in mean scores followed by Understanding and Knowledge and Technical Skills. In terms of Level of Proficiency in the Performance Task, out of 32 students, 20 students or 62.5 % of the population is Advanced Level, 4 students or 12.5 % of the population is Proficient Level, 4 students or 12.5 % of the population is Approaching Proficiency Level, and 4 students or 12.5 % of the population is Developing Level.

In this study, interactive application and media means a computer application that allows for back and forth dialogue between students and the computer programs. A constructivist teaching approach used is based on a philosophy that each student develops, creates, and invents their own knowledge in relation to his or her own experiences. Scientific reasoning skills is defined as the cognitive skills necessary to understand and evaluate scientific information. The skills involve observation, interpretation, prediction, and conclusion.

As an intervention, the DLSZ Grade 4 respondents experienced blended learning instruction where the teacher employed the Understanding by Design Framework and eModule in facilitating changes in the students preconceptions and misconceptions on plant propagation. The study shows that students' scientific reasoning skills may be developed using interactive applications. The study suggests that a well-designed plan using interactive applications may facilitate development of the students scientific reasoning skills in learning plant propagation.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG006592

Shelf Location

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

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Reasoning; Creative thinking

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