Formulating Refreshment Drink Activity Utilizing STEM Education for Grade 8 Learners

Guarin, Rica Mae B.; Buan, Amelia T.; Malicoban, Elesar V; Barquilla, Manuel B.; Yuenyong, Chokchai

doi:10.1088/1742-6596/1340/1/012078

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…In doing projects, participants were actively engaged when assigned to solve a problem and when one has a role to perform (Guarin et al, 2019;Gamale et al, 2021). The same goes through this study, each student has a position to play.…”

Section: Discussionmentioning

confidence: 99%

Developing SIPCaR projects utilizing modern technologies

Acut

2022

LUMAT

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Due to the onset of the COVID-19 pandemic, the education sector responded quickly to change the mode of delivering instructions to students in hybrid learning. Since in-school learning is no longer feasible, schools are devising teaching-learning pedagogies that are practical to achieving positive students' learning and quality instruction. This study aims to find out the impact of science investigatory projects, capstone projects, and robotics (SIPCaR) to students' engagement, and research and development (R&D) skills, and learning outcomes. Using purposive sampling and mixed-method research design, results revealed that students were very engaged, their R&D skills and learning outcomes proficiency are highly evident. Students were very cognitively engaged, behaviorally engaged, socially engaged, and moderately emotionally engaged, with means 4.27, 4.16, 4.41, and 3.44, respectively. Their R&D skills consist of analytical skills, information seeking skills, problem-solving skills, communication skills, and methodology skills are proficient with means 4.10, 4.06, 3.80, 4.30, and 3.78, sequentially. The findings of the study prove that, if appropriately implemented, SIPCaR projects open countless opportunities for students to achieve high-level learning outcomes, collaborate and innovate modern technologies that could potentially help emerging societal problems. Despite the challenges posed by the health crisis, STEM educators may formulate activities that result in students' holistic development in a remote classroom setting.

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Section: Discussionmentioning

confidence: 99%

Developing SIPCaR projects utilizing modern technologies

Acut

2022

LUMAT

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Forging 21^st century skills development through enhancement of K to 12 gas laws module: a step towards STEM Education

Barquilla

Cabili²

2021

J. Phys.: Conf. Ser.

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STEM Education though an old educational reform in US, Europe and other Asian countries is newly introduced to Philippine setting. Two notion confused educators whether the term is an approach or a track in the senior high school curriculum. The term STEM Education refers to the integration of Science, Technology, Engineering and Mathematics but the heart of it is simply to develop the students’ capability of 21st century skills needed of the time for a lifelong learning. This study aims to: (1) enhance students’ conceptual understanding and increase performance level through utilization of the enhanced module; to (2) develop students’ 21st Century skills, namely: collaboration, knowledge construction, self-regulation, real-world problem solving skills, use of ICT for learning and skilled communication; and to (3) proposed STEM education Lesson plan on topic Gas Laws. The researcher employed experts (in content and pedagogy) to evaluate and rate specific topic on Gas laws, from the original learning module of the Department of Education (DepEd) K to 12 curriculum materials, using the 21st Century Learning Design Rubrics (21CLD). Results yielded low ratings thereby providing basis for module enhancement. Enhancement and revision of the module were done based on the experts’ formative evaluation. After science and Technology High School, school year 2017-2018, who were paired according to pretest results and were regrouped into experimental and control group for quasi-experimental design interpretation. A suggested STEM education lesson plan was generated to further integrate their concepts in gas laws and its application to technology, engineering and mathematics. Findings indicated that students in the experimental group not only developed and improved their 21st century skills with the aid of the enhanced module but also significantly improved their conceptual understanding and performance level as compared to the control group. Generally, this study provides enough evidence that the enhanced module brought significant impact to students’ academic performance. Study recommends using the enhanced module in public schools to cater the needs of the 21srt century learners. Furthermore, it is suggested that STEM lesson plan as an approach be prepared after the specific lesson on Gas laws will be introduced for students to fully integrate Science, Technology, Engineering and Mathematics in the issues and its applications about the topic.

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Developing lesson plan of the biogas from animal’s dung STEM education

Setiawan

Yuenyong

Sutaphan

et al. 2021

J. Phys.: Conf. Ser.

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The paper will clarify STEM education learning activity of designing biogas from animal’s dung. This activity was developed based on Sutaphan and Yuenyong [13] the context-based STEM education learning approach. The activity will start from identification of social issue of biogas that comes from animal dung and how to design biogas from animal’s dung. The possible solution will be introduced to the students to enhance them to develop the prototypes. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [13] the context-based STEM education in order to scaffold students to practice knowledge for designing prototypes or products through engineer design process. The lesson plan will provide students to develop and use their integration of knowledge through biogas producing activity. For examples, physics (density of gases that lighter than air), biology (type of animal’s dung that fit and efficient for biogas), chemistry (composition of gas and dung), technology (design a tank that collect biogas from animal’s dung), engineering (how to make a gas separated by animal’s dung and flow it to the kitchen), mathematics (calculate the range of tank, pipe, and location to place the dung), financial issue (how to make an efficient biogas with a cheap cost). This paper may have implications for designing STEM education learning activities and adding value of local raw materials by using STEM education.

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Formulating Refreshment Drink Activity Utilizing STEM Education for Grade 8 Learners

Cited by 3 publications

References 2 publications

Developing SIPCaR projects utilizing modern technologies

Developing SIPCaR projects utilizing modern technologies

Forging 21^st century skills development through enhancement of K to 12 gas laws module: a step towards STEM Education

Developing lesson plan of the biogas from animal’s dung STEM education

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Formulating Refreshment Drink Activity Utilizing STEM Education for Grade 8 Learners

Cited by 3 publications

References 2 publications

Developing SIPCaR projects utilizing modern technologies

Developing SIPCaR projects utilizing modern technologies

Forging 21st century skills development through enhancement of K to 12 gas laws module: a step towards STEM Education

Developing lesson plan of the biogas from animal’s dung STEM education

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Forging 21^st century skills development through enhancement of K to 12 gas laws module: a step towards STEM Education