Date of Publication

8-2022

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire M. Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Socorro E. Aguja
Denis Dyvee R. Errabo

Abstract/Summary

Aside from learning scientific concepts, one of the widely recognized components of science literacy is the understanding nature of science (NOS). However, disregard or misrepresentation of NOS appears to persist in science education. Moreover, the onset of the COVID-19 pandemic prompted an abrupt migration to distance and online learning, which adds to the challenge of fostering science literacy among learners. To adapt and respond to these challenges, online interactive historical video vignettes (IHVVs) were developed and integrated into the teaching of astronomy topics in Physical Science among Grade 12 non- STEM students. The IHVVs incorporate history of science and have embedded questions that promote active learning. In this classroom-based action research, quantitative and qualitative data were gathered to characterize the validation of the intervention materials, the students’ understanding of astronomy concepts and NOS, and their technology acceptance of the online IHVVs. The data analysis revealed that the developed interactive historical vignettes in both text-narrative and video format are highly acceptable and suitable for astronomy and NOS teaching and learning. Furthermore, the students’ normalized gain score in the concept test indicates that the intervention improved the students' understanding of the astronomy concepts. It was also observed that the intervention positively contributes to the students’ understanding of all nine NOS aspects, more significantly on the sociocultural influences and subjectivity in science. The NOS aspects about the tentativeness of scientific knowledge and the use of creativity and imagination in science appear to be well-understood by most students even before the intervention. However, some students tend to firmly hold some misconceptions about NOS, most notably about theories and laws and the scientific method. Regarding technology acceptance, the students considered the online IHVVs highly acceptable in terms of perceived usefulness, perceived ease of use, and learning satisfaction. Teachers may gain insights from the findings of this action research that may also help them further enhance their science teaching.

Abstract Format

html

Language

English

Format

Electronic

Physical Description

xiii, 223 leaves

Keywords

Astronomy—Study and teaching——Audio-visual aids

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Embargo Period

3-14-2023

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