Date of Publication

8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Educational Technology | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Voltaire Mallari Mistades
Socorro E. Aguja
Joel T. Maquiling

Abstract/Summary

Understanding the Nature of Science (NOS) is essential for developing scientific literacy among students. One way of understanding NOS is by incorporating historical vignettes (HVs) in science teaching. The use of HVs has been known to increase teachers' and students’ interest in science subjects, which enhances student engagement in classroom discussion. This action research investigated the effectiveness of using Historical Vignette Videos (HVVs), developed with the use of Generative Artificial Intelligence (GAI), in enhancing Grade 12 students' Views of Nature of Science (VNOS) in a General Physics 1 course. Grounded in constructivist pedagogy and cognitive load theory, the study employed Deming's Plan-Do-Study-Act (PDSA) model to integrate eight AI-generated HVVs into science teaching. Nine students - 3 representing high, 3 average, and 3 low initial views of NOS (as measured by the VNOS-D+ Questionnaire) were selected for detailed analysis. Quantitative data were gathered through pre- and post-tests using the VNOS-D+ and NOS Perception Questionnaires, and analyzed using Friedman Tests. Results indicated a statistically significant improvement in students' NOS understanding, with the average VNOS score increasing from Naive to Informed among students with low initial NOS views, and Transitional to Informed with average and high initial VNOS (T = 0, p < .05). Notable gains were observed in the "Tentativeness of Science" and "Theories vs. Laws" aspects. Qualitative analysis revealed that these students followed non-linear, reconstructive learning paths, while students with high initial VNOS refined their conceptual understanding. Tentativeness and Creativity in Science emerged as the most influential NOS aspects, catalyzing broader conceptual shifts, particularly in low VNOS groups. Empirical Basis of Science acted as a foundational concept across all groups. Students’ learning trajectories demonstrated both vertical and horizontal conceptual growth. Overall, the integration of HVVs made with AI’s assistance not only improved students’ NOS understanding but also exemplified how emerging technologies can meaningfully help to enrich science education.

Keywords: Historical vignette videos, generative AI, nature of science, physics,

Abstract Format

html

Language

English

Format

Electronic

Keywords

Generative artificial intelligence; Physics--Study and teaching (Secondary); Educational technology

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Embargo Period

9-2026

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Available for download on Tuesday, September 01, 2026

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