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All Journal SEAQIS Journal of Science Education
Leo Peter Dacumos
Philippine Science High School - CAR Campus
Chemistry Education Environmental Science Physics

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Improving the Science Process Skills of STEM Students through Personality-based Approach Leo Peter Dacumos
SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.532 KB)

Abstract

Scientific process skills (SPS) include skills that every individual could use in each step of his/her daily life by being scientifically literate and increasing the quality and standard of life by comprehending the nature of science (Aktamis and Ergin, 2008). The study aimed to investigate the impact of the Personality-based Approach (PBA) on the integrated science process skills (SPS) of grade 7 science, technology, and engineering (STE) students as compared to the conventional learning approach. A two-grouped quasi-experimental design with pretest and posttest was used in this study. This method consisted of two instructional groups (control group in conventional learning approach and experimental group in Personality-based Approach), and repeated testing (pretest and posttest) on students’ science process skill competency level. Results showed Grade 7 students of Baguio City National Science High School have an overall performance exceeding average achievement. Individually, the experimental group who was given the personality-based approach (PBA) performed high with their science process skills while the control group which was given with the conventional approach have typical science process skill levels. When compared, the experimental group have better performance in the skills where students are to prepare research proposals than their counterpart in the control group. However, in terms of the experimentation process down to creating models, the two groups do not differ.
Through the teacher’s lens: Evaluation of the project-based curricula of Philippine and Japanese science high schools Leo Peter Dacumos; Masakazu Kita
SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (633.599 KB)

Abstract

Specialized science, technology, engineering, and mathematics (STEM) high schools provide intensive learning experiences for advanced learners. At the core of these STEM schools is a project-based (research) curriculum that aims to foster research culture among learners, creating critical thinkers and problem-solvers, preparing them to be globally competitive STEM professionals in the future. The Philippine STEM junior high schools system and Japan’s Super Science High (SSH) are amongst implementers of the project-based (research) curricula. Hence, this paper sought to conduct a critical review of these project-based curricula through quantitative analysis of Filipino and Japanese teachers’ perceptions of its effectiveness along the four dimensions of Tyler’s Objective-centered Model for curricular evaluation. Findings show similarities and significant differences in the perception of the project-based curricula' effectiveness between Filipino and Japanese teachers along the four dimensions of Tyler’s Objective-centered Model: (1) learning objectives; (2) learning experiences; (3) organization of learning experiences; and (4) evaluation methods.
Co-Authors Masakazu Kita