Developing the Garbage Problem in Iligan City STEM Education Lesson Through Team Teaching

Abstract

The paper will clarify the learning activities which provide through Sutaphan nad Yuenyong [11] context based STEM education learning approach. This approach consists of 7 stages including (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluation of the solution, and (7) Socialization and completion decision stage. This will be implemented using team teaching approach by the Earth Science, Physics, Chemistry, and Biology teachers. Identification of social issues, the earth science teacher raises the social issue about the garbage problem affecting the residents of Brgys. Bonbonon and Digkilaan, Iligan City, Philippines. Students may answer that the probable source could be the leachate from the sanitary landfill and from there the teacher will put the problem causes problem to the people in the locality where the landfill is located and to the City’s tourism as well. Identification of potential solution, the Earth Science teacher facilitates the class discussion about thinking of possible solutions to help solve the problem on garbage in Iligan City. The need for knowledge stage, the input of the scientific knowledge necessary for the learners’ decision in designing their prototype or product in solving the problem on garbage in Iligan City will be done separately in Physics, Chemistry, and Biology class. Physics teacher may provide scientific inquiry about force and compression to help the students design a prototype of a garbage/trash compactor. Chemistry teacher may provide learning activities about classification of mixtures according to particle size helps the students think of a design for a water treatment process. Biology teacher may provide learning activities related to macroinvertebrates and a bioindicator of the water quality of the streams/rivers. The decision making stage, lets the students decide on how they are going to make the required prototype for Physics, Chemistry and Biology aspect as possible solutions to the problem. The development of prototype or product stage, students are given enough time to create the compactor, water treatment process and the poster-infographic about macroinvertebrates. Test and evaluation of the solution stage, students will apply their knowledge related to their prototype or product for test and evaluation of the solution. The socialization and completion decision stage, the students’ will have an exhibit of their output. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.

Enhancing grade eight students’ creative thinking in the water stem education learning unit

“…Some studies could provide STEM education learning activities regarding Sutaphan & Yuenyong's (2019) STEM education as inquiry from context. Those studies show somehow, problem in contexts requires technology and/or engineering (Mordeno et al, 2019;Villaruz et al, 2019;Ebal et al, 2019;Theerasan & Yuenyong, 2019). Discussion on the philosophy of technology and/or engineering may provide some more understanding of putting other knowledge into STEM integration.…”

Untold Story: Water Source Problem of Barangay Cagangohan, Panabo City, Philippines

“…Additionally, it demonstrates how varied contentious rhetoric, the pursuit of multiple interests, social interactions, and broad transformative forces influence the execution of municipal water policies. Because of the great level of diversity, institutions are becoming more flexible (Mordeno, Sabac, Roullo, Bendong, Buan, & Yuenyong, 2019).…”

Harnessing Project-Based Learning to Enhance STEM Students’ Critical Thinking Skills Using Water Treatment Activity

“…Synthesis, separating mixtures, and plant composition were used to demonstrate to students the relationship between concepts in science, technology, engineering, and mathematics during the teaching and learning process. The lesson plan was developed based on the concept of a context-based STEM education learning approach [12]. The learning activities planned were also meant to enhance students' investigation skills and ability to design sustainable solutions to water problems.…”

“…These stages assisted the students to apply scientific and other knowledge to design solutions and provided the instructional context required for solving real-world water problems. Students were also afforded opportunities to apply their scientific and other knowledge or skills to solve water problems [12,33]. The researchers provided opportunities for students to engage in an in-depth discussion on ground and surface water pollution.…”

“…It is, therefore, necessary to explore coagulants involving eco-friendly and cost-effective biomass. In this study, fibrous agricultural wastes such as banana and orange peels were chosen as model base materials to develop novel water treatment products through project-based learning [12,13].…”