Date of Publication
4-2024
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
Frederick Torralballa Talaue
Defense Panel Chair
Lydia S. Roleda
Defense Panel Member
Minie Rose C. Lapinid
Jacqueline T. Cuansing
Abstract/Summary
Even though there is an emphasis on the use of multidisciplinary STEAM (Science, Technology, Engineering, Agri-Fisheries, and Mathematics) approach in the teaching of science in various countries, the Department of Education (DepEd) does not explicitly include engineering in the Philippine basic education. This is even though there is an emerging argument in the community of science education researchers that emphasizes the need to engage learners in the engineering process. This study investigates non-STEM learners’ engagement in science and engineering practice and power relations in a design thinking based instructional unit in mechanics. Collaborative work through design thinking can provide learners with opportunities to engage in engineering practices as they course through their sociocultural contexts through interactions with their peers. This research employed ethnography vis-à-vis discourse analysis to know how the learners engaged in the eight practices and how power is socially constructed inside the classroom through the multimodal interaction analysis (MIA). The research findings suggest that non-STEM did not manifest science and engineering skills as expected in the stipulations in the Next Generation Science Standards (NGSS). Though, they used their sociocultural backgrounds as a leverage to do their design solutions. The role of gender and academic status were seen as the main factors affecting the social interaction and power relations between the two groups.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Physics—Study and teaching; Prototypes, Engineering
Recommended Citation
Matias, E. I. (2024). Examining learners’ dynamics in a design thinking task: Engagement, equity, and social justice. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/61
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Embargo Period
4-23-2026
