Using Process Oriented Guided Inquiry Learning in Teaching Climate Change

Cascolan, Honelly Mae S.; Prudente, Maricar S.

doi:10.1166/asl.2018.12466

Cited by 2 publications

(2 citation statements)

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“…In the Philippines, a study on the effectiveness of the Process Oriented Guided Inquiry Approach (POGIL) was conducted by Villagonzalo in 2014 among high school students in Chemistry specifically on the particulate nature of matter. Similarly, the study of Cascolan and Prudente (2018) showed an increase in conceptual understanding when students were exposed to POGIL activities. It was revealed that POGIL is effective in enhancing students' academic performance compared with the traditional method.…”

Section: Introductionmentioning

confidence: 83%

Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings

Verangel¹,

Prudente²

2022

TNL

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For decades of experience in teaching Chemistry, a chemical equation is usually balanced by writing a coefficient before the formula of atoms, ions, or molecules. In this study, the effect of a pedagogical intervention on the understanding and confidence of students was investigated by combining the guided-inquiry approach and the process of drawing of particles on balancing a chemical equation in a Philippine science classroom context. This action research gathered both qualitative and quantitative data in two phases. Initially, a three-tiered concept test determined the students' initial understanding and perceived confidence in balancing chemical equations using particulate drawings. The inquiry-based worksheets were implemented and investigated for its effectiveness. Specific cases from reflection responses and interviews were presented. The use of three-tiered tests and inquiry-based particulate worksheets exhibited significant change and a moderate positive correlation between conceptual understanding and confidence. This study was able to help Grade 11- STEM students improve their understanding and became more confident in learning the unseen particulate level of Chemistry concepts.

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Section: Introductionmentioning

confidence: 83%

Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings

Verangel¹,

Prudente²

2022

TNL

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“…Further, students can participate in climate change-related teaching units as this also increases their understanding of climate change (Bofferding and Kloser, 2015). Moreover, process-oriented inquiry learning is an effective teaching tool that improves students' understanding and attitudes towards the concept of climate change (Cascolan and Prudente, 2018). Researchers proposed a framework for teaching the climate system based on students' conceptual and scientific perspectives (Shepardson et al, 2012), and explored how students conceptualise a climate system (Shepardson et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%