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    Dynamics of Conceptual Change in the Biology Classroom: A Multidimensional Interpretive Framework
    ( 2001) Alfonso, Rodigelio F.
    This study investigated high school students’ conceptions of genes during a two-week study on inheritance using a multidimensional framework of conceptual change from ontological, socially effective and epistemological perspectives. Specifically, the study attempted to establish students’ ontological perspective of the concept of the gene, investigated conceptual change about genes from the students’ cognitive framework, and then examined this ontological conception from both social/affective and epistemological perspectives. The sample for the study consisted of three high school biology classes in two different schools in Zamboanga City. These are two public urban nonscience high schools with special science classes and a private nonsectarian coeducational science high school. The three classes consisted of mixed-ability second-year high school students (ages 14-15) who do not study genetics previously and who were taught by experienced biology teachers. The research design is qualitative-quantitative. The data were gathered through student worksheets given before and at the end of the unit, observations of lessons, videotape and audiotape recordings of classroom discourse and detailed student interviews at the end of the unit.
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    False prophets: exploring hybrid board/video games
    (Association for Computing Machinery, 2002) Mandryk, Regan L. ; Maranan, Diego S. ; Inkpen, Kori M.
    In order to develop technology that promotes social interaction rather than isolation, we are exploring the space between board games and video games. We created a hybrid game that leverages the advantages of both physical and digital media. A custom sensor interface promotes physical interaction around the shared public display while the un-oriented tabletop display encourages players to focus on each other rather than on the interface to the game. The ensuing social interactions define the course that the game takes, while the computer enhances the gaming experience by completing the menial tasks and providing dynamic, exciting environments. Our hybrid board/video game has the potential to enhance natural and enjoyable recreational interaction between friends.
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    Enhancement of Problem-Solving Skills in Chemical Equilibrium Through a Modified Network Approach
    ( 2002) Valenzuela-Vicente, Grace
    This is a study on the effectiveness of the modified network approach on the enhancement of problem-solving skills of first-year college students in chemical equilibrium. Ashmore et al.’s network approach was modified using diagramming and scrambling exercises which were aimed at developing and training students in combinatorial and correlational thinking skills which students can use to enhance their problem-solving skills. A comparison of scores in three problem-solving tests was used to measure the effectiveness of the modified approach. Qualitative analysis of the solutions of students to the problem-solving tests was used to characterize the first-year chemistry problem solvers. A rubric scoring scheme was developed to identify the problem-solving skills demonstrated by problem-solver as it was equated to scores obtained in the problem-solving tests. The study also characterized the first-year problem solver before and after treatment through a qualitative analysis of the students’ solution papers, the protocol of small group discussions, interviews and think-aloud sessions. Students in both experimental and control groups were administered Lawson’s Classroom Test of Scientific Reasoning to determine their cognitive level before and after treatment.
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    Relationship of Selected Factors to Science Teaching Efficacy and Classroom Performance of Biology-Student Teachers
    ( 2002) Sarmiento-Placides, Estrella A.
    This study investigated the science teaching efficacy of 101 biology student-teachers of selected institutions in Bicol and the Visayas that offer Bachelor of Secondary Education Major in Biology. It also identified the internal and external factors that affect such efficacy and established the patterns of relationships between science teaching efficacy and classroom performance. Instruments developed to gather data were the following: (1) survey questionnaire, (2) interest and attitude scale, (3) science teaching efficacy scale, (4) achievement test in biology, (5) process skills assessment test, and (6) standards of classroom performance. Student-teachers filled up the respondent’s datasheet, the interest and attitude scale, the survey questionnaire and the science teaching efficacy scale. Then they took the achievement test in biology and the process skills assessment. Then dean or the principal, the critic teacher and the researcher evaluated the student-teacher scheduled to teach during the day using the standards for classroom performance. The actual teaching was recorded on videotape. Multivariate Analysis of Variance (MANOVA) was used to analyze data and establish relationships. Qualitative analysis was used to find patterns in science teaching efficacy and classroom performance. For this, data was taken from eight cases. Three cases were presented/studied as samples.
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    Constructivist Model for Teaching Problem-Solving and Critical Thinking Skills
    ( 2002) Petilos, Gabino P.
    This study compared the effects of the constructivist and the traditional models of teaching problem-solving strategies on the students’ problem solving and critical thinking skills. The constructivist model included small-group discussion, modeling and thinking aloud, and journal writing while the traditional model was mainly lecture type. The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 52 second-year Bachelor of Elementary Education (BEEd) students who specialize in mathematics were the subjects of the study. These students were classified as high ability and low ability on the basis of their average grades in three mathematics subjects. The study used a researcher-made Problem Solving and Critical Thinking test which had a reliability of coefficient of 0.82.
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    Learning Transfer and Durability in College Biology Students Via Computer-Assisted Instruction
    ( 2002) Supremo, Janette P.
    This study primarily aimed to identify students’ misconceptions/alternative conceptions and their sources; the effect of computer-assisted instruction on the Human Circulatory System (HCS) on students’ conceptual change, learning transfer and durability of learning; and students’ motivational beliefs and response to anomalous data as factors influencing conceptual change. The hypotheses that there were no significant differences in students’ conceptual change, transfer of learning and durability of learning between the computer-assisted instruction (CAI) group and the traditional instruction (TI) group were tested. The respondents of the study were on the section of first-year BS Development Communication students. The class was randomly divided into the CAI group and the TU group. The CAI group underwent instruction in the HCS using CAI while the TI group was taught using the chalk and board method. The study was divided into two phases: (1) design and development of HCS-CAI); and (2) tryout of CAI.
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    Enhancing Laboratory Performance and Scientific Attitudes of General Botany Students Through Inquiry-Oriented Laboratory Activities
    ( 2002) Alba, Josephine B.
    The study determined the General Botany students’ laboratory performance using inquiry-oriented laboratory activities and traditional laboratory activities in terms of acquired laboratory skills and scientific attitudes. It also determined the student factors (specifically gender, high school science rating, and laboratory-related personal traits) related to laboratory performance and selected scientific attitudes. The study sample consisted of 36 General Botany students of the University of Nueva Caceres, divided into 18 students for the experimental group and 18 students for the control group. A pretest-posttest quasi-experimental design was employed to determine the laboratory performance of the experimental and control groups. A laboratory manual on inquiry-oriented laboratory activities developed and used by the experimental group while the control group used the traditional laboratory activities. A 150 points practical test was administered before and after the treatment to assess 12 laboratory skills. A scientific attitudes inventory was constructed and administered to the two groups and before and after the treatment. A laboratory-related personal traits inventory was also constructed and administered to the two groups only before the treatment. Gender and high school science ratings of the respondents were also investigated if related to the laboratory performance and scientific attitudes of the respondents.
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    Changes in College Students' Conceptions of Chemical Equilibrium
    ( 2002) Locaylocay, Jocelyn R.
    This is a case study on the conceptual evolution of chemical equilibrium of selected chemistry students as they go through learning activities using an instructional design based on a constructivist view of learning. The study was carried out in two General Chemistry classes at a university. Lawson’s Test of Scientific Reasoning was administered to determine the students’ cognitive level. The sample students in the study were chosen to represent the empirical-inductive level, transitional and hypothetical-deductive level. The study was a combination of qualitative and quantitative research. The qualitative part involved following the conceptual evolution of selected students through the use of written documents such as activity sheets, learning journals, assignments, post-test and the use of oral interviews, audiotapes and videotapes of group discussions. The quantitative part involved the two intact classes and pre-test and post-test gains for both classes were determined. The correlation between the students’ cognitive level and the pre-test, post-test and gain scores were also looked into.
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    Practical’s for Enhancing Conceptual Understanding in Inquiry Skills
    ( 2002) Torre, Carla B.
    This study attempted to determine the effectiveness of practicals in enhancing conceptual understanding about cellular respiration in relation to the functioning of six body systems and enhancing inquiry skills. The study was quasi-experimental in research design and involved forty First Year 1-A and 1-D BEED students enrolled in Natural Science 102 during the Second Semester of AY, 2000-2001 at West Visayas State University in Iloilo City. A pre-and post-instruction conceptions test, inquiry skills test, concept maps and interviews served as sources of data for the study. Ten case students from the experimental and control groups, respectively, were also selected for qualitative aspect of the study. The intervention consisted of seven practicals that dealt with cellular respiration, the functioning of six body systems in relation to cellular respiration and the changes that occur during vigorous activity or emergency. Students also analyzed the practicals requiring the use of eight inquiry skills, namely, identifying the problem, formulating hypothesis, designing a procedure to test the hypothesis, interpreting data, recording data in a form that facilities correct interpretation, seeing patterns and relationships in a set of data, judging adequacy of data and inferring. They also answered questions in relation to the procedure in the practical to enhance their conceptual understanding.
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    Determinants of student Performance in the Science Component of the National Secondary Assessment
    ( 2003) Castillo-Gelito, Lorna
    Determinants of student performance in the National Secondary Achievement Test (NSAT) were investigated in this study. It aimed to identify the factors that affect student performance in the science component of the NSAT. It was conducted to assess the interplay of curriculum context and instructional processes and practices as factors that affect the students’ performance in the test. Quantitative analysis included the comparison of school profiles as associated with the student NSAT performance in the science are while qualitative analysis included the classroom discourses that depict what a science teacher is in terms of instructional process followed by them. The sample consisted of 638 Palawan State University freshman students who came from the 78 secondary schools within the school divisions of Palawan during the Academic Year 2001-2002. Data were gathered through questionnaire, checklist, interview guide, class observations, IQ test and scores in the NSAT.
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    Effects of Integrating History of Mathematics on High School Students Cognitive and Affective Learnings
    ( 2003) Lahoylahoy, Myrna E.
    The study looked into the relative effects of integrating History of Mathematics in the teaching of Algebra and Trigonometry on the cognitive and affective learnings of fourth year high school students. Furthermore, it tried to find out the relative contribution of ability level and gender on their mathematics achievement, attitude towards mathematics, perception of the usefulness of mathematics, confidence in learning mathematics, mathematics anxiety and beliefs about mathematics. Some 118 fourth year high school students enrolled in the Secondary Education Development Program of a public high school located in Iligan City were the subjects of this study. These students composed the four sections of Mathematics IV (Algebra and Trigonometry) which were taught by one teacher. Two groups composed of one high ability section and one low ability section, randomly chosen as the experimental group, were taught Algebra and Trigonometry with the integration of History of Mathematics while other two groups were taught Algebra and Trigonometry the traditional way. Fifteen lessons for each group were prepared by the researcher. At the beginning of the second semester, the learners have given the Otis Lennon School Ability Test the scores of which matched the learners between the experimental and control groups. At the same time, the Mathematics Achievement test, Attitude towards Mathematics Inventory, Perception of the Usefulness of Mathematics Scale, Confidence in learning Mathematics Inventory, Mathematics Anxiety Scale and Inventory on Beliefs about Mathematics were also administered. These instruments were also used as posttests.
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    Analysis of Task Sequence and Critical Behaviors of Engineering Students and their Understanding of Conic Sections
    ( 2003) Rabanal, Jennifer A.
    This study investigated the quantitative and qualitative aspects of the sequence of steps taken in a solution path for solving conic sections (parabola, ellipse and hyperbola) problems. It identified critical behaviors or incidents, habits or mannerisms of students during problem-solving to determine the relation of these to the understanding of the concept of conics. The think-aloud interview technique was used in conjunction with an interpretive method of case study observation. The data came from sixteen (16) case studies of first-year students in the Bachelor of Science in Agricultural/Civil Engineering programs, also referred as General Engineering. The result of the Prior Knowledge Test on Conics was the basis in selecting the subjects. Starting with the highest score, the 8 top-scoring students were classified as the Top-8 Group, and the 8 lowest scoring students were classified as the Bottom-8 Group. The subjects were asked to solve six problems in conic sections, two problems each (one routine and the other an application problem) on parabola, ellipse and hyperbola. Their verbalizations were tape-recorded, and their behavioral characteristics were observed as they individually solved the problems.
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    Development of a Thematic and Integrated Learning Unit for English IV
    ( 2004) Nuñez, Julius M.
    The core of reading and language teaching is the learning and assessment activities. Without a carefully planned lesson, language teaching will not be successful. This project aimed to contribute to holistic and integrated reading instruction through the preparation of prototype instructional and assessment materials in reading and language teaching for fourth-year high school. The literacy learning package developed in this project uses a thematic approach and intends to supplement the reading and language textbooks currently used in Bayugan National Comprehensive High School (BNCHS). The validation of the literacy package was aimed at answering the following questions: 1) are the reading selections in the literacy package appropriate for fourth-year high school students, in terms of readability level, intersterility, relevance, and value? 2) Are the learning and assessment activities in the learning package effective, as perceived by teachers’ evaluators? Specifically: Do they clearly support the unit theme, goals, and objectives? Do they develop the strategic and metacognitive reading skills of students? Do they provide for diverse learning styles?
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    STSE Approach in Environmental Science for Nonscience Students in a Local Culture: Academic and Sociocultural Analysis
    ( 2004) Del Rosario, Bernadette I.
    The aim of the study is to use the STSE approach in teaching an environmental science course. STSE is an approach using the interactions of four important factors namely, science, technology, society and environment. Using activities derived from the local environment, a learning climate unique to the STSE approach was developed and used to determine its influence on academic achievement and environmental science self-efficacy of students as well as the sociocultural perspectives of the students. The study further aimed to determine what sociocultural perspectives of nonscience students will surface when exposes to the STSE approach. Quantitative and qualitative designs were used in the study. An experimental design using Solomon’s Four Group Design was used for the quantitative part, while observation interview of students was used in the qualitative part. The STSE approach was used in an Environmental Science course for the first year nonscience students. Effect on academic achievement was determined using two-way ANOVA on the posttest scores of four groups, while the effects on efficacy and sociocultural perspective were determined through the t-test of weighted means derived from the answers to the questionnaire. Observation and focused group interview were used for qualitative analysis of lessons especially for efficacy and sociocultural perspectives
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    Conceptual Ecology of High School Biology Students in a Multicultural Classroom
    ( 2004) Cosadio-Tan, Milagros M.
    This research is a qualitative multicultural classroom study in its natural setting aimed to describe the students’ conceptual ecology, explore the action of this ecology in the process of conceptual change, examine the influence of indigenous knowledge and identify what conceptual change model can best describe the students’ conceptual restructuring related to the topic on Human Reproduction. It involved three high school biology classes who worked in 25 small collaborative groups which are formed based on ethnolinguistic affiliation – the Chavacano, Bisaya, Tausug and Yakan, in Zamboanga City. Two students (dyad) from each of the selected fifteen groups were used as targets or cases. Students’ knowledge was assessed before and after instruction through the use of student-generated concept maps, written or oral interview transcripts, observation notes and classroom artifacts. A students’ conceptual ecology was found to include student-generated metaphors, epistemological beliefs, science knowledge, worldview as expressed through student’s religious orientation, prior knowledge and indigenous knowledge consisting of traditional beliefs and cultural practices. Three map patterns were identified – spoke (observed) only during map training), chain (2 groups each of Chavacano, Bisya and Yakan and all four Tausug groups) and the net patterns (2 Chavacano, 2 Bisaya and 1 Yakan). There are four patterns of conceptual change demonstrated by the dyad: 1) retention of naïve or incorrect knowledge, 2) framework reorganization/adjustment, 3) contextual switching and 4) radical restructuring.
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    Metacognitive Learning Cycle Model: Effects on Conceptual Understanding and Problem-Solving Skills in Genetics
    ( 2004) Hidalgo-Coral, Rosalina
    This study compared the effects of the combined strategies following the Metacognitive Learning Cycle (MLC) Model and the Traditional Model on the conceptual understanding and problem-solving skills of first year college students in Mendelian and non-Mendelian genetics. The MLC strategies include the discussion of discrepant events, use of a research-made learning manual during group work activities done under a cooperative learning atmosphere, class problem solving that employed think-aloud and modeling strategies, and metacognitive reflections by the students after each phase of the lesson. The traditional model includes lectures, discussions and problem-solving with teacher modeling the solution followed by individual seatwork activities. Four intact classes, two from the high-ability and two from the low-ability groups, consisting of 185 first year college students enrolled at a teacher education institution in Tacloban City, Leyte were randomly assigned to the experimental and control groups. The students in the sample were pretested simultaneously on the researcher made tests (e.g., Conceptual Understanding Test and Problem-solving Skills Test with reliability coefficient values of 0.64 and 0.80, respectively) as well as the four moderator variables (mental ability, prior knowledge, disembedding ability test and cognitive level).
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    Nontraditional Problem Solving for Developing and Assessing Critical Thinking, Affective and other Cognitive Skills of Students
    ( 2004) Raffinan, Corazon C.
    This study compared the effects of the nontraditional problem solving or problem-based approach and the traditional or algorithmic approach on students’ critical thinking skills, conceptual knowledge in mathematics, competence in problem-solving, attitude and confidence towards mathematics and problem solving, and their learning patterns and behavior. Both approaches included the use of non-routine mathematic problems, small-group discussions, journal writing, and a free choice of appropriate problem-solving techniques in solving given problems. While the nontraditional problem-solving approach introduced concepts by using problem situations, the traditional approach introduced concepts by using problem situations, the traditional approach introduced the same concepts mainly through lecture discussions. Research-designed lessons were used to implement and assess the treatments involved. The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 100 students enrolled in College Algebra I during the second semester of AY 2001-2002 in the University of San Carlos, Cebu City, were the subjects of the study. These students were classified as high ability and low ability on the basis of their IQ scores. The students in both the experimental and control classes showed initial comparability on all the factors being compared. The performance scores improve after the students were exposed to their respective treatments.
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    Knowledge Restructuring in Selected Topics in Chemistry Using the Process Workshop Approach
    ( 2004) Garcia-Palanca, Carmencita
    This study explored the changes in knowledge level and in structural complexity of knowledge held by students about chemical equilibrium, oxidation-reaction and electrochemistry by using the process workshop approach. The study also attempted to determine if changes in knowledge restricting is affected by learning mode employed by students. The study was quasi-experimental in research design, involving twenty freshman B.S. Environmental Science students enrolled in Chemistry 18/L during the Second Semester of AY 2002-2003 at the College of Science, Palawan State University in Puerto Princesa City. The Inventory of Learning Process, pre- and post-intervention cognitive test, pre- and post-intervention concepts maps, and interviews served as the instruments for gathering data. Two meaning learners (MLs) and two rote learners (RLs) were selected for the qualitative aspect of the study. The teaching method used in the study was the process workshop approach. There were seven process workshop activities, two in chemical equilibrium, three in oxidation-reduction and two in electrochemistry.
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    Constructivist Approach: Its Impact on Prospective Maguidanaoan Teachers' Conceptions of Selected Topics in Environmental Chemistry
    ( 2004) Cabading, Evelyn T.
    This study attempted to develop and evaluate the effectiveness of constructivist teaching guides in teaching the concepts of soil and water chemistry in the environment and investigate the change in the conception of prospective Maguindanaon teachers. It also looked into the influence of traditional practices and beliefs of the students on the change of their conceptions from everyday views to scientific views. The study made use of quasi-experimental research design and involved the third year Bachelor of Science in Islamic Studies students at the University of Southern Mindano, Kabacan, Cotabato enrolled in Environmental Issues were used and randomly assigned as the control and experimental groups. The control group underwent traditional lecture method (TLM) while the developed teaching guides based on constructivist teaching approaches (CTA) were used in the experimental group. Seven teaching guides base on constructivist teaching approaches (CTA) developed in soil and water, namely: (1) Use of Water; (2) The Water Cycle; (3) Water, A Unique Substance; (4) Water Pollution; (5) Water Treatment; (6) Soils; and (7) Issues and Concerns About Soil. Each lesson consisted of the following: (a) background information, which provides the teacher on overview of the lesson and the traditional practices and beliefs of the students that may influence their understanding of the lesson; (b) objectives, which include the process skills and values to be developed; and (c) teaching sequence, which was patterned after Trowbirdge and Bybee (1996) and consisted of five phases, namely: engagement, exploration, explanation, elaboration and evaluation. The traditional practices and beliefs of the students related to the lesson were brought up in the engagement phase in the elaboration phase of the teaching guide.
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    Developing Problem-Posing Abilities Among Preservice Mathematics Teachers
    ( 2004) Lariego, Belen C.
    This study was conducted to develop and enhance prospective mathematics teachers’ skills in formulating problems. This was done by providing them direct instruction on problem posing with utilizes constructivist-inspired teaching strategies, such as reflective writing, small-group discussions, peer critiquing, and self-assessment. The study looked into the changes in the subjects’ skills in problem-solving, problem posing, and conceptual understanding after their exposure to the formal instruction on problem posing. It also investigated the relationships among students’ ability in solving problems, formulating problems, and understanding some mathematical concepts. The study involved 17 third-year pre-service education students who have mathematics as their area of concentration and who were enrolled in the course, “Strategies in Teaching Mathematics,” during the second semester of AY 2001-2002 in the University of San Jose-Recoletos, Cebu City. Since the study involved only one group, high and low-achieving students in the group were identified based on their scores in the problem-solving test administered before the intervention. Data from the two sets of students were analyzed qualitatively to establish a detailed comparison of the perceivable changes in their problem-posing performance, problem-solving skills, and conceptions of some mathematical concepts.