Date of Publication

8-2025

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

Voltaire Mallari Mistades

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Frederick Torralballa Talaue
Michelle T. Natividad
Analyn N. Tolentino
Coleen M. Amado-Retone

Abstract/Summary

The Commission on Higher Education has standardized program outcomes for prospective science teachers, which include the ability to demonstrate a deep understanding of scientific concepts and principles in fluid mechanics. However, the presence of alternative concepts may negatively influence learning and teaching practices. Hence, this study was conducted to develop, implement, and evaluate a comprehensive learning package in introduction to fluid mechanics highlighting refutation as an instructional approach to explore and enhance prospective science teachers’ conceptual understanding. Mixed method design-based research was employed and guided by the principles of Kemp Instructional Design Model, Knowledge Revision Components Framework, inquiry-based learning, and constructivist learning theory. A total of 60 prospective science teachers and five science education experts participated in three cycles of design and validation, testing, evaluation, reflection, and focus group discussions.

Based on the results of the diagnostic test, three lessons emerged as the foci of the study: fluid pressure, continuity equation, and Bernoulli’s principle. A four-tier test was developed to explore prospective science teachers’ explanations. Thematic analysis of PROSTs’ answers to the third tier revealed key themes, including the direction of pressure at fluid-surface contact, area-velocity-density-pressure relationships, and the effects of gravity and temperature on fluid flow. During the focus group discussions, while some prospective science teachers demonstrated sound understanding, others exhibited alternative conceptions, partial understanding, and no understanding. The Wilcoxon signed-rank test indicated a statistically significant difference between the pre-test and post-test scores (Z = -4.056, p < 0.05). In addition, a moderate effect size (r = 0.52) was obtained. Overall, this study highlights the potential of refutation as an instructional approach that integrates inquiry-based learning and refutation texts to induce cognitive conflict and enhance the conceptual understanding of prospective science teachers.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Refutation (Logic); Fluid mechanics—Study and teaching; Science teachers—Training of

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Embargo Period

9-2026

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Available for download on Tuesday, September 01, 2026

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