Design, development, and validation of socio-scientific issues-based teaching and learning physics (SSI-TLP) model: Improving students’ learning

Date of Publication

11-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Bee Ching U. Ong Kian Koc

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Voltaire Mallari Mistades
Minie Rose C. Lapinid
Antriman V. Orleans
Marie Paz E. Morales

Abstract/Summary

Various researches suggest that the use of Socio-Scientific Issues (SSI) in teaching science promotes scientific literacy among students and helps develop the skills needed to become informed citizens who can make judgments and decisions. However, its use has not been extensively studied in the Philippine educational setting. Thus, this study developed a model on Socio-Scientific Issues-based Teaching and Learning Physics (SSI-TLP) for junior high school science using the Type 2 Developmental Research Design (DRD). Following the Type 2 DRD, four phases were observed to carry out the overall aims of the study: model design and construction, model validation, model testing and evaluation, and model finalization where purposive sampling technique was utilized in selecting the study participants for all the phases of the study. The quantitative data were tallied using Microsoft Excel 2019 and were analyzed using Statistical Package for Social Sciences (SPSS) version 23, while the qualitative data were analyzed using the thematic analysis protocol. In the model design and construction phase, the condition of schools, science teachers’ understanding, experience, and perceived advantages and constraints in implementing SSI-TLP were collected through a needs assessment. Results obtained from the needs assessment were placed side-by-side with the overlapping theories of teaching and learning physics and SSI, including the necessary core aspects of the SSI framework which guided the design of the prototype pedagogical model called the Socio-Scientific Issues-based Teaching and Learning Physics. For the validation phase, the model was submitted for experts’ review to elicit insights about the acceptability and clarity of the constructs, design, layout, and plausibility. After the model was validated, SSI-based learning modules were designed and developed by analyzing the model construct and mapping the construct with the current module features of the Department of Education. The three developed modules about Electromagnetic Waves, Applications and Uses of EM Waves and Images formed in Plane and Spherical Mirrors were validated by experts for compliance with standards indicated in the criterion items under six (6) factors: content, format, presentation and organization, readability, accuracy and up-to-datedness of information, and socio-scientific issues. Model testing and evaluation involved trying out the model using the developed three SSI-based learning modules to Grade 10 students in a public high school in Manila from November 2022 to February 2023. Using a purposive one-group pretest-posttest approach, the Grade 10 students who received a lesson design based on the model showed statistically significant improvement in terms of science knowledge, measured using the difference between the diagnostic and summative tests and pretests and posttests embedded in the three modules and yielded medium to large effect size from Modules 1 to 3, respectively. Moreover, a significant change in students’ attitudes was observed using the 30-item Attitudes towards Socio-Scientific Issues Scale (ATSIS). Students’ evaluations of the modules’ format and content were also obtained. The last phase focused on submitting the model for acceptability evaluation by the intended users – the junior high school science teachers, which showed that science teachers perceived the model to be easy to use, useful in science teaching, and they intend to use it in the future. Based on the results, this study recommends implementing the final version of the SSI-TLP model in science classes in either face-to-face or distance learning modalities, covering a larger scale of science topics and participants.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Physics—Study and teaching; Curriculum planning

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