Date of Publication
12-2023
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Biology
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
Denis Dyvee R. Errabo
Billy Joel Mondragon Almarinez
Abstract/Summary
Curricular materials designed by teachers are pedagogical tools and artifacts of their participation in the planned curriculum and their teaching context. Teacher-designed Self-Learning Modules (SLM) were distributed in response to students' needs for distance learning during the COVID-19 pandemic. These SLMs reflect the current science curriculum but were revised for individualized instruction at home for fewer learning competencies. Even so, they concretize science instructional practices that could be assessed relative to certain visions of science curriculum reform. In the United States, the Next Generation Science Standards (NGSS) represents a K to 12 curricular reform that emphasizes teaching science-as-practice. In this study, the General Biology SLMs of a local school were interrogated through the science-as-practice lens using the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric. This rubric checks the quality of evidence in the instruction based on the following criteria: NGSS 3D Design, NGSS Instructional Supports, and NGSS Monitoring Students Progress. Our analysis revealed that the General Biology SLMs that certain aspects of the NGSS 3D Design were applied, but their execution could still be improved. In addition, there is adequate evidence of instructional support for student’s learning. However, due to the SLM’s self-learning design, there is little to no evidence that it monitors student progress. If SLMs were to be aligned with science-as-practice, they must utilize phenomenon-based learning, integrate more 3D elements in assessments, and follow a universal learning design.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Teaching—Aids and devices; Biology—Study and teaching
Recommended Citation
Maramag, J. M. (2023). Assessing the general biology self-learning modules through a science-as-practice lens. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/67
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Embargo Period
12-23-2026
