Date of Publication

7-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Instructional Media Design | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Frederick Torralballa Talaue

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Minie Rose C. Lapinid
Billy Joel Mondragon Almarinez

Abstract/Summary

The “Ikaapat na Hakbang” module is designed for the Coastal Scouts Auxiliary (CSA) program in Senior High School, which integrates three key dimensions: (1) a place-based environmental education framework; (2) learning to do science; and (3) the principles of teaching research in SHS. The purpose of the study is to engage CSA implementers in a collaborative sensemaking process, where they interpret and translate the Instructional Design Framework (IDF) into the structure and content of the module. This study explored the co-design process with particular attention to (1) the perspectives of participating educators during the initial design phase and (2) the productive tensions that shaped the development of the module’s framework. Guided by a Design-Based Implementation Research (DBIR) methodology, the study iteratively designed and refined the module through a Researcher-Practitioner Partnership (RPP) between the researcher and CSA implementers. Data sources included co-design workshops, interviews, observations, and evolving module drafts. The findings reveal a shared pedagogical commitment to transforming research instruction into a dynamic, as-the-needs-rise approach to teaching methods. The module was envisioned as an apprenticeship-based, workshop or camp-like experience rooted in local relevance, reflective practice, and community engagement. Throughout the co-design process, tensions emerged around structured curriculum, conventional instruction versus responsive teaching, instruction, and pedagogy, scientific neutrality versus epistemological reflexivity, and ethical responsibilities in research communication. These tensions, rather than hindering development, became generative forces that clarified the module’s pedagogical priorities. Ultimately, the co-design process itself became a model of reflective, collaborative curriculum developed for teaching research that is rooted in place, practice, and partnership.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Curriculum planning; Teacher participation in curriculum planning; Environmental education—Activity programs; Research—Study and teaching

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Embargo Period

7-2028

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Available for download on Saturday, July 01, 2028

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