Development, implementation, and evaluation of a socioscientific issue-based 7E module in science, technology, and society course

Date of Publication

7-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Biology

Subject Categories

Curriculum and Instruction

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Maricar S. Prudente

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Minie Rose C. Lapinid
Mary Jane C. Flores
Esperanza Maribel G. Agoo
Socorro E. Aguja

Abstract/Summary

Scientific literacy development is inevitable as society deals with technological advancements that fuel innovative teaching for global competitiveness. In light of improving the teaching practice, this study explored the socioscientific issues-based 7E instruction, enabling students’ scientific literacy development. The study follows an action research design using the Plan-Do-Study-Act, with a sequential explanatory mixedmethod approach. Specifically, the module aimed to determine its effects on students’ content knowledge, argumentation skills, classroom engagement, and perception in an SSI learning environment. The research participants were first-year college students (N=51) of the Doctor of Veterinary Medicine. Data collection used varied instruments. Data were analyzed through descriptive and thematic analysis. The study's findings revealed a positive significant effect of the SSI-Based 7E Module on students’ content knowledge (p< 0.05), with a large effect size (1.07). A significant effect on argumentation skills was obtained (p=0.00), with a large effect size (1.37). Class observations showed the module implementer’s SSI-based teaching practices while the students showed effort, initiative, and no disruptive or inattentive behaviors. Students perceived the contextualized socioscientific issues (SSI), SSI learning objectives, attitude and involvement toward SSI-based learning, and positive learning experiences. Thematic analysis of interview responses indicated the module’s affordances on student learning, such as interactive engagement, education and awareness, current relevance, applied knowledge, reflective learning and growth, holistic skill development, and structured progression. At the same time, constraints include time constraints, online learning difficulties, wordy content, and adaptation and coping in diverse learning environments. Results imply the significance of the SSI-Based 7E Module in improving students’ learning. Socio-scientific issue-based 7E instruction is a promising approach to helping students develop scientific literacy. Science teachers may integrate this approach to improve their professional practice.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Science—Study and teaching; Curriculum planning; Social sciences and ethics

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