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CONSTRUCTIVIST-BASED TEACHING SUPPORT

MATERIALS FOR FIRST YEAR HIGH

SCHOOL INTEGRATED SCIENCE

Dolores R. Campos

THE PROBLEM

          This study aimed to develop support materials for teaching first year high school science. Specifically, it sought to answer the following questions:

1. What science concepts should be introduced that help students gain mastery of the Desired Learning Competencies (DLC) of the Basic Education Curriculum (BEC 2002) for First Year High School Science?

2. What motivation questions can be constructed for each main topic and sub-topic?

3. What activities can be introduced to the students that support the achievement and mastery of these Desired Learning Competencies?

4. How should the concepts and activities be presented and sequenced so that students can build on their knowledge?

5. What local references and low cost resources can be used to support the development of the Desired Learning Competencies?

6. How should the new TSM be structured so that both teachers and students will find it userfriendly and consequently benefit from it?

7. What assessment procedures can be employed to determine the level of achievement of students’ knowledge and skills with references to the DLC in Integrated Science?

8. How does the proposed TSM rate in term of lesson’s (a) objectives, (b) title, (c) content, (d) teaching strategies, (e) resource materials and equipment, and (f) homework and evaluation strategies?

PROCEDURE

          In designing the proposed TSM, the researcher used the combination of CTCD and Backward Design model. This revised design is composed of seven stages that are as follows:

Stage 1. Identifying Instructional Goals.

Stage 2. Determining Assessment Procedures.

Stage 3. Mapping of Concepts.

Stage 4. Planning the Learning Experiences and Instructions.

Stage 5. Deciding on the Format of the TSM.

Stage 6. Writing the First Draft.

Stage 7. Writing of the Final Draft.

          Two researcher-made instrument (The teacher Evaluation Questionnaire, and the Pupil Evaluation Questionnaire) were used to gather feedbacks from teachers and students on the strengths and weaknesses of the TSM. Data gathered were used as the bases for the recommendations.

FINDINGS

         Science Concepts included in the TSM. Table 1 shows the summary and sequence of concepts included in the prepared TSM.

Summary and Sequence of Concepts
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Table 1

         Content Analyses of the TSM. Four science teachers who have tried it in some Grade IV pupils evaluated the TSM. The content analyses were based on six categories. These are (a) statements of lessons objectives; (b) appropriateness of the title, (c) lesson’s content, (d) teaching strategies, (e) resource materials and equipment, and (f) homework and evaluation strategies. Result of the analyses showed that all the lesson (i.e. Lesson 1.2 to Lesson 2.8) passed the evaluation in all of the six categories.

         Motivating Questions included in the Proposed TSM. Table 5.2 shows the summary of essential and unit questions that were formulated to motivate students.

Summary of Motivating Questions of the Proposed TS
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Table 5.2

Structure and Sequences of the Lessons in the Proposed TSM. The researcher adopted the Lesson Plan format in developing each lesson in the proposed TSM. Sequence of presentation of the lessons can be gleaned at the Table of Content of the proposed TSM.

Content Analyses of the TSM. The proposed TSM was evaluated by four science teachers who tried it. The content analyses were based on six categories. These are (a) statements of lessons objectives, (b) appropriateness of the title, (c) lesson’s content, (d) teaching strategies, (e) resource materials and equipment, and (f) homework and evaluation strategies. Result of the analyses showed that all the lessons (i.e. Lesson 1.1 to Lesson 2.8) passed the evaluation in all of the six categories.

CONCLUSIONS

From the findings of the study, the following conclusions were reached:

  1.  All the eleven lessons (Lesson 1.1 to Lesson 2.8) were rated favorably by the participating science teachers as teaching support materials for Integrated Science.
  2. Of the ten criteria for evaluate Homework and Evaluation Strategies, Criteria 2 (provision for further practice of the learned skills or concepts) has the lowest rating. 
  3. As a whole, the science teachers who participated in the tryout find the strategies of the TSM worth trying.
  4. Students who were used in the tryout, find their learning experiences enjoyable and satisfying. They liked the activities, teaching, and testing strategies used in the TSM.

RECOMMENDATIONS

          In the light of the findings and conclusions reached, the following recommendations were offered:

  1. Science Teachers may use the TSM as guide in teaching the first two un its of Integrated Science.
  2. Science teachers using the TSM may revise the Homework and Evaluation Strategies so that Criteria 2 (provisions for further practice of the learned skills or concepts) can be adequately addressed.
  3. Since the TSM covers only the first two units of the Integrated Science curriculum, writer may continue the work of completing the TSM as there are yet no books or references written that are based on the BEC 2002 curriculum. The author express authority to anybody to use part or the entire TSM in teaching and in developing new teaching support materials as long proper documentation is observed.

BIBLIOGRAPHY

Printed Materials

Blais, Donald M., “Constructivism – A Theoretical Revolution for Algebra” Mathematics Teacher, (November 1988):624-630.

Brockway, Carolyn S., Robert Gardner and Samuel F. Howe. General Science. Massachusetts: Allyn and Bacon, Inc., 1985.

Bruner, James. The Process of Education. Cambridge, MA:Harvard University Press, 1960.

Bruner, James. Towards a Theory of Instruction. Cambridge, MA:Harvard University Press, 1966.

Dawson, Chris. Science Teaching in the Secondary School. Melbourne: Addison Wesley Longman Pty Limited, 1997.

Gutierrez, Marlene. Science and Technology for the Modern World. Makati City, Philippines: Diwa Scholastic Press, 1999.

Kerlinger, Fred N. Foundations of Behavioral Research. Second ed. New York: Holt, Rinehart and Winston, Inc.,1973.

Padua, Roberto N., Eulanio C. Creencia, and Saturnina M. Cheenfoo. Science and Technology III (Workbook).Iligan City, Philippines: Ivory Printing and Publishing House, 1994.

Primary Investigation. Canberra: The Australian Academy of Science, 1994.

Saranza, Rennie C., Development of Prototype Communicative Materials for English Plus, Master’s Thesis, Philippine Normal University, 2002.

The Philippine Secondary Schools Learning Competencies. Pasig City, Philippines: Bureau of Secondary Education, Department of Education, Culture and Sports, 1998.

Villamil, Aurora M., Zonia M. Gerona, and Lolita M. Salmorin. Integrated Science. Quezon City,Philippines: Abiva Publishing House, Inc., 1995.

Walpole, Ronald E. Introduction to Statistics 3rd ed. New York: Macmillan Publishing Co., Inc., 1978.

White, Richard and Richard Gunstone. Probing Understanding. London: The Falmer Press, 1992.

Internet Sources

http://www.ubdexchange.org/resources/news-articles/backward.html

http://learnweb.harvard.edu/alps/thinking/design_learning_spiral.cfm

http://sct.land.gov/programs/cif/CTCM/actdsign.htm

http://www.ubdexchange.org/resources/news_articles/backward.html

http://learnweb.harvard.edu/alps/thinking/design_resources_start1.cfm

http://www.utc.edu/Teaching-Resource-Center/concepts.html

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