Date of Publication

3-29-2019

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

Minie Rose C. Lapinid

Defense Panel Member

Mary Jane C. Flores
Socorro E. Aguja

Abstract/Summary

Students often find Biology as a boring science as learning is perceived as rote memorization rather than an application of concepts. With this, the researcher would like to test if the use of wait-time and inquiry-based learning would help to improve the students critical thinking and understanding in the topic Evolution. Wait-time, a questioning strategy was used to give more time to students grasp the questions given by the teacher before answering. An inquiry-based learning was developed in un Understanding-by-design Module to teach Evolution in Grade 10 students. These strategies were used by three classes (n=103) in De La Salle University Integrated School. The results of pre-test and post-test showed that there was significant difference on their understanding of Evolution after the implementation of wait-time and Inquiry-based learning. Furthermore, it was also found that student’s behavior and engagement have improved after the intervention. Key

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007368

Keywords

Inquiry-based learning; Evolution—Study and teaching

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Embargo Period

9-5-2022

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