Date of Publication

8-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Biology

Subject Categories

Teacher Education and Professional Development

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Honor/Award

Outstanding Dissertation

Thesis Advisor

Maricar S. Prudente

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Frederick Torralballa Talaue
Lydia S. Roleda
Mary Jane C. Flores
Socorro E. Aguja

Abstract/Summary

Developing learners’ higher-order thinking skills is more crucial than ever in today's VUCAD2 world. However, this is not reflected among Filipino learners, as evidenced in their subpar performance across various international assessments. This further necessitates teacher education institutions (TEIs) to future-proof prospective teachers with relevant knowledge and skills to effectively deliver effective classroom instruction that upholds standards of the 21st century. Adding to this challenge, the newly-installed MATATAG Curriculum, particularly in science education, calls for sound, evidence-based pedagogies to support teachers in bringing positive changes in students’ learning. Building on previous iterations of action research and systematic reviews, the synergy of technology, metacognition, and argument-driven inquiry can potentially engender meaningful scientific learning experiences.

In the present study, I designed, implemented, and evaluated a 12-week pedagogical learning course, TEACH MINDs, for preservice science teachers (PSSTs), in a state university in Central Luzon (n = 69). The course centered around the technology-integrated metacognitive argument-driven inquiry (TI-MADI) approach. Through theoretical instruction and experiential learning, PSSTs engaged in various learning opportunities designed to develop competencies in crafting lesson exemplars for the MATATAG science curriculum and enacting science lessons using the TI-MADI approach. Employing the PDSA model of action research, a concurrent mixed-method approach assessed the course's effects on PSSTs' TPACK in science teaching, self-efficacy beliefs in inquiry-based teaching, and reflective thinking abilities. Multiple data sources, including adapted survey questionnaires, open-ended survey interviews, reflective journals, classroom observations, and learning artifacts, provided in-depth analyses of the course. Quantitative analysis used Wilcoxon signed ranks test, effect size, and intraclass coefficient, while qualitative data were analyzed using software-assisted thematic analysis.

The course received outstanding evaluations from curriculum experts, science education faculty, and teacher-alumni (n = 9). Significant positive changes were noted in PSSTs’ perceived TPACK (z = -3.480, p < .01, r = .419), personal efficacy (z = -4.218, p < .001, r = .508), and outcome expectancy (z = -4.161, p < .001, r = .501) in inquiry-based teaching. Although quantitative data did not show significant improvements in reflective thinking skills, the analyses of interviews and reflective journals indicated active engagement in higher levels of reflective thinking. The critical examination of lesson exemplars reflects PSSTs’ competencies in instructional design, particularly in the effective integration of technology, metacognition, and inquiry-based learning to support knowledge co-construction in blended learning environments. An explicit integration of linking core concepts to real-world issues and applying scientific knowledge in practical contexts was also recognized in the developed exemplars. Positive affirmations highlight the course's effectiveness in cultivating a community of inquiry among PSSTs. Personal and professional empowerment were primary affordances, while time and resource management, technological hurdles, group dynamics and communication issues, and task complexity were the challenges compounded by the PSSTs. This study contributes to preservice teacher learning, informing teacher preparation programs, curriculum development, and instructional practices in science education. It thereby shapes future science educators dedicated to the mission of teaching minds, touching hearts, and transforming lives.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Science teachers—Training of; Curriculum planning; Pedagogical content knowledge; Action research in education

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Embargo Period

8-15-2027

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Available for download on Sunday, August 15, 2027

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