Teacher-coaches’ Perspective on the Validity and Acceptability of Commercial Laboratory Testing and Analysis of High School Science Investigatory Projects

Jugar, Richard R.

doi:10.1016/j.sbspro.2013.12.289

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Due to the lack of laboratory resources in schools, science teachers revealed that they use their finances, and opt to go to commercial laboratories for experimentation and analysis. The use of commercialized laboratory testing and analysis, though considered an invalid practice, is viewed as an acceptable practice by teachers because there is lack of laboratories in basic education schools, as well as the desire to obtain accurate results (Jugar, 2013). Therefore, the presence of functional facilities in school is needed for a successful conduct of SIPs by students and teachers.…”

Section: Discussionmentioning

confidence: 99%

Science Investigatory Project Instruction: The Secondary Schools Journey

Sanchez

Rosaroso

2019

TNL

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Science investigatory projects (SIPs) are authentic tasks that science teachers implement in science curriculum. With this, the study investigated the journey of the secondary schools in SIP instruction through the lens of the teachers. Narrative inquiry from 12 purposively selected and interviewed science teachers/winning coaches from six schools in an SIP consistent winning Division in Central Visayas, Philippines revealed that the SIP instruction journey is affected by the teachers’ prior background and implementation. They are seen to be instrumental in the SIP process, as they instill basic research skills to high school investigators, and develop the science character which is needed for them to engage in innovations in science and technology (ST). As the teachers implement SIP instruction, they commit themselves to the development of ST, thus placing a crucial role in the scientific community where they also develop the science research culture in the basic education level. Science teachers then should guide the students in the planning, conduct and assessment phases of SIP instruction.

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Section: Discussionmentioning

confidence: 99%

Science Investigatory Project Instruction: The Secondary Schools Journey

Sanchez

Rosaroso

2019

TNL

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“…synergy: Practices, challenges, and ways forward Science investigatory project (SIP) has been used as an inquiry-based assessment to promote students' understanding of the nature of science. SIP allows students to conduct investigations using the scientific processes to systematically and scientifically solve problems to their questions (Jugar, 2013). Cuartero (2016) reported that students' interest in science and science process skills are developed by doing SIP.…”

Section: Science Investigatory Projects Capstone and Robotics (Sipcar)mentioning

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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“…They are also expected to demonstrate critical-thinking skills to analyze and evaluate information in order to make informed judgments in a variety of contexts [3,5].…”

Section: Introductionmentioning

confidence: 99%

“…These skills are an important and necessary means by which the learner engages with the world and gains intellectual control of it through the formation of concepts and development of scientific thinking [5].…”

Section: Introductionmentioning

confidence: 99%

Experiencing Science in a 21st Century Middle School Classrooms

Cruz¹,

Paulo²

2015

Advances in Social Science, Education and Humanities Research

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-The reason science is taught in schools is not only to inspire students to choose careers in science and technology but also to equip them with practical knowledge of how things work, build their science literacy to enable informed participation in science-related debates and issues, and develop their skills in scientific thinking and their knowledge of science as part of their intellectual enculturation.This paper presents ScienceInvestigatory Project as a learning activity that is attuned with 21 st Century Education. Students were given opportunities to be engaged in exploring and solving socially relevant issues. They had hands-on experience on how scientific method works by designing their own fair tests, performing experiments showing cause-and-effect relationships, presenting and analyzing results through trends in graphs and communicate their results through a school-wide science fair. This learning activity engages students to be creative innovators by refining their method of investigating a problem; information literate by accessing reliable information through literature reviews; problem solvers by conducting experiments to verify their hypothesis; collaborators by working with partners and experts; communicators by writing a scientific paper, making display boards and orally present their findings; and, responsible citizens by coming up with a scientifically-verified solution to a problem. Index Terms -21st century learning, science investigatory project, learning by inquiry.

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Teacher-coaches’ Perspective on the Validity and Acceptability of Commercial Laboratory Testing and Analysis of High School Science Investigatory Projects

Cited by 4 publications

References 2 publications

Science Investigatory Project Instruction: The Secondary Schools Journey

Science Investigatory Project Instruction: The Secondary Schools Journey

Developing SIPCaR projects utilizing modern technologies

Experiencing Science in a 21st Century Middle School Classrooms

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