Faculty of Education

Permanent URI for this community

https://repository.upou.edu.ph/handle/20.500.13073/4

Browse

Browsing Faculty of Education by Subject "Research Subject Categories::NATURAL SCIENCES::Biology::Cell and molecular biology::Genetics"
  • Item
    Biology Teachers’ Pedagogical Content Knowledge and Decision Making in Implementing the Inquiry Approach: A Multi-Case Study
    ( 2021-05-31) Garcia, Lea C.
    This study was conducted to determine the general pattern of the PCK of four (4) Grade 8 science teachers who used the inquiry approach in teaching cell division and Mendelian Genetics, find out how they developed their PCK, enumerate the active components of their PCK when using the inquiry approach, determine their mental construct of the inquiry approach, describe how they practice the inquiry approach, and find out the general pattern of their decision-making process. Through interviews, classroom observations, and analysis of artifacts, the data were collected and analyzed using constant comparative analysis. The analysis of multiple sources of data identified the general PCK pattern in which the four PCK components (i.e., knowledge of content, knowledge of instructional strategies, knowledge of students' understanding of science, and knowledge of assessment) were integrated and used in teaching cell division and Mendelian genetics. The highest frequency of integration done by all the teachers was between knowledge of instructional strategies and knowledge of students' understanding of science. The PCK pattern observed was that before the lesson, teachers do any activity as an instructional strategy (knowledge of instructional strategy). During the lesson, teachers teach the content (knowledge of content) through the use of cooperative learning, models and multimedia materials, and a variety of activities (knowledge of instructional strategies). This teaching of content facilitates student learning (knowledge of students' understanding of science) and develops critical thinking and conceptual understanding. After the lesson, in the context of slow learners, assessment follows, which is through giving extra work or remedial class (knowledge of assessment). While the three teachers (Ace, Ces, and Des) start with a motivational activity, Teacher Bes starts the lesson with another approach. Results also identified emergent themes of the PCK components. For knowledge of content, the identified theme was clear discussion of the basic concepts of cell division and Mendelian genetics. The identified emergent themes for knowledge of instructional strategies were use of cooperative learning, starting a lesson with motivational activities, use of models and multimedia materials, and use of a variety of activities. The identified emergent themes for knowledge of students' understanding of science were developing or stimulating students' critical thinking by asking questions, use of multi-assessment tools, teaching to develop conceptual understanding, critical or analytical thinking skills, and problem-solving skills, and correction/prevention of misconceptions. Finally, for knowledge of assessment, the identified theme was giving extra work or remedial class to slow learners. In general, there were four (4) approaches that the teachers used to develop their PCK, namely, institution-initiated trainings, self-study, consultation with colleagues or peer consultation, and self-reflection. Meanwhile, all the teachers expressed all the PCK elements with the active prevalence of knowledge of instructional strategies and knowledge of students' understanding of science because it was in these components where there were observations of many active student interactions. Results also reveal the teachers' mental constructs of IBA, namely, inquiry approach is a paradigm shift, student-centered, and motivational, and promotes higher order thinking skills. However, they also viewed the approach as resource and time consuming and requires good prior knowledge and skills of students. Two teachers (Ace and Des) followed the 4As: Activity, Analysis, Abstraction, and Application in teaching cell division and Mendelian genetics as they discussed completely the concepts based on the DepEd's learning competencies. Teacher Ces discussed almost completely the concepts of cell division and Mendelian genetics while Teacher Bes discussed the concepts incompletely. Finally, the teachers followed the four (4) models of the decision-making process in different instances. Teacher Ace's decision-making process followed the Incremental model in a specific instance and Rational Comprehensive Model in another instance. Teacher Bes followed the Incremental Model, Bounded Rationality Model, and Rational Comprehensive Model in different instances. Both Teachers Ces and Des followed the Incremental Model and Bounded Rationality Model in different instances, too. Results also reveal that based on their educational background, Teachers Ace and Des consistently had a high level of PCK as they discussed the different topics of cell division and Mendelian genetics completely. On the other hand, the number of years of teaching and professional development programs attendance did not influence the teachers' PCK level. Nevertheless, as the teachers have individual differences (educational background, number of years of teaching/teaching experience, number of professional development programs), they were able to make the necessary decision making when they used IBA in teaching cell division and Mendelian genetics. Based on the results, it can be concluded that the relationship between PCK and the inquiry approach holds true not only for pre-service teachers and experienced teachers but also for beginning teachers. It can also be concluded that the teachers decide to implement the inquiry approach because of its useful effects to the teacher and students despite the presence of some limitations. After an in-depth analysis of the teachers in terms of their PCK and inquiry instruction, it can be concluded that the number of years of teaching/teaching experience does not guarantee expertise. Moreover, it was found out that there is a relationship between PCK and the decision-making process of the teachers. With regards to the PCK components, the teachers were observed to show specific decision-making process/es in specific instances to implement the inquiry approach. Only the educational background influenced teachers' PCK level. The four (4) knowledge bases according to a combined model of PCK of Chick et al.(2006); Cochran et al. (1991), Sothayapetch et al. (2013), and Magnusson (1999) were useful in studying about the teachers' PCK and decision making. Finally, the result shows a relationship between the teacher's mental construct of IBA and practice. How the teachers formed their mental constructs relied on how they discussed the topics. A continuous professional development program is suggested but the professional development program to be undertaken (in terms of taking-up a higher degree) should exactly match with what the teacher is teaching so that content knowledge is completely taught to the students. Professional development programs may also involve short courses on teaching through the inquiry approach. It is also recommended that the findings be used to design assessment instruments to measure teachers' inquiry-based science teaching competencies. This will help in setting up professional development inquiry-based science teaching programs for teachers. Instructional designers may use the results in revising the module in Grade 8 science in terms of content, illustrations, and activities. Moreover, it is also recommended that a list of competencies for effective teaching using the inquiry approach be compiled based on the findings of the study. With peer consultation as observed to be one of the factors that contributes to teachers' decision to adopt IBA, it is recommended that collaboration among teachers be strengthened in this time of pandemic. It is also recommended that IBA activities be integrated into the modules that are distributed to the students. Constant comparative analysis is a powerful tool that can be used for large amounts of data focusing on comparisons between interviews and observations. It is then recommended for other teachers to use it apart from the available qualitative and quantitative tools. It is also recommended that a detailed memo-writing during the entire analysis process be used to write down ideas, assume associations, and make theoretical reflections related to each of the emerging categories. Recommendations for future research are in line with the K-12 implementation that will investigate PCK and decision making in teaching using the inquiry approach across grade levels.
  • Item
    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 non science 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 did 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. Data analysis revealed that students’ ontological conceptions of genes developed from the idea that a gene is a passive particle passed from parents to offspring. Subsequently, there are ontological shifts in the way that students viewed genes ­— from being passive to active, from being particle-like to like a “sequence of instructions” and to being associated with the process of protein synthesis. However, these shifts are not substantial. At the end of the unit, many students still see genes as did Mendel, simply as units or particles passed from parents to offspring. Most students failed to fully comprehend the process and expression aspects of genes and did not view genes as being code or a “sequence of instructions” for the production of proteins. Moreover, the Proposition Generating Task (PGT) revealed that majority of the students had difficulty in connecting genes with protein synthesis. There was a limited awareness as well of the nature of the relationship between genes and DNA and genes and chromosomes. From a social/affective perspective, it was evident that even though the students enjoyed the genetics unit and participated in classroom activities, they often were uninterested in the molecular explanatory mechanisms of genetics. The teaching approaches did not encourage a sophisticated conception of a gene in the minds of the majority of students. From an epistemological perspective, it was possible to classify the students’ ontological conceptions as being intelligible, plausible, or fruitful. This provided valuable information about the extent to which conceptual change had proceeded. It is concluded that student learning about the concept of the gene is an evolutionary process that is more like weaker descriptions of conceptual change such as assimilation and conceptual capture than stronger forms such as accommodation and conceptual exchange.
  • Item
    Inquiry-Based Laboratory Activities: Effect on Students’ Inquiry Skills, Conceptual Understanding and Attitude Toward Genetics
    ( 2015-06) Delos Santos, Nenita S.
    The study developed and determined the effects of the inquiry-based laboratory activities on the inquiry skills, conceptual understanding and attitude towards Genetics of undergraduate Biology and Biology major Education students. The quasi-experimental design for quantitative methodology and qualitative data analysis were used to assess the (1) difference in the inquiry skills and conceptual understanding among and between students exposed to inquiry-based laboratory activities and those who are not; (2) change in the attitudes of the students toward Genetics in inquiry-based laboratory activities; (3) correlation among students' inquiry skills, conceptual understanding, and attitude toward Genetics; and (4) impact of inquiry-based laboratory activities in Genetics to students who use it. The students enrolled in Genetics class in a state university in the Visayas for the 2nd Semester Academic Year 2014-2015 served as subjects of this study. The students were randomly assigned to two groups - the control and the experimental groups. The control group consisted of one section of Bachelor of Science in Biology (Premed and Biotechnology Track) students taught using the traditional cookbook method in Genetics while the experimental groups consisted of two separate sections of Bachelor of Science in Biology (Microbiology Track) and Bachelor in Secondary Education (major in Biology) students utilized the researcher-made inquiry-based laboratory activities. This was further triangulated through students' laboratory reports, inquiry skills, conceptual understanding results, attitude questionnaire responses and observation checklists. The quantitative data on conceptual understanding, inquiry skills and attitude toward Genetics were assessed in a pretest-posttest implementation of the strategy used.  In the laboratory period, the control group used the conventional laboratory method, the "cook book" method while the inquiry-based laboratory method was employed in the experimental group. Statistical analyses of the study employed both descriptive and inferential statistics.  Results showed that the pretest mean scores of the control (Inquiry Skills, M=12.20; Conceptual Understanding, M=12.42; Conceptual Understanding, M=10.78, Genetics Attitude, M=2.39) were comparable and showed no significant difference (Inquiry Skills, p=0.807; Conceptual Understanding, p=0.231; Genetics Attitude, p=0.921) prior to the intervention. Independent samples t-test on inquiry skills and conceptual understanding showed that the experimental group had a significantly higher (inquiry skills, p = 0.043 and conceptual understanding, p = 0.002) posttest mean scores than the control group after using the inquiry-based laboratory activities in Genetics, respectively. The experimental group inquiry skills (M=24.67) is two percent higher than the control group (M=22.76) suggesting that the inquiry learning strategy helped students to construct and conceptualize the knowledge of Genetics laboratory from basic principles to applications. Furthermore, the experimental group conceptual understanding (M=22.730 which is four percent higher than the control group (M=18.80) revealed that the approach has effectively improved the conceptual understanding of the students. With better understanding of the concepts, students would be able to perform better in their courses. The posttest mean scores in the attitude toward Genetics of the experimental group (M=2.430) and the control group (M=2.433) were almost equal after the intervention. However, the independent samples t-test result showed no significant change on the attitude mean scores toward Genetics of the control (p=0.278) and experimental (p=0.104) groups exposed to inquiry-based laboratory activities and those who are not, respectively. Attitude toward Genetics did not significantly vary in the two groups probably because they were all science majors and initially they have a good attitude toward Genetics. Hence, inquiry-based learning (IBL) did not cause a significant change in the students' Genetics attitudes. The correlation test indicate that there is a significant relationship between students' conceptual understanding and inquiry skills in  the control (r=0.451, p=0.002) and experimental (r=0.492, p=0.001) groups while attitude did not show any significant relationship with them after the intervention. The non-significant negative correlation between conceptual understanding and attitude of students in the experimental group could be attributed to factors that have contributed to the high level of resistance to inquiry in this study. The impacts of inquiry-based laboratory activities in Genetics were better retention of information, expertise in inquiry skills, enhanced critical thinking skills, facilitated problem solving, drawing of conclusion and prediction of possible outcomes, and lesson mastery.
  • Item
    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). The researcher taught both the experimental and control classes. The experiment proper lasted for about eight weeks equivalent to 24 contact hours during the second semester of School Year 2003-2004. Data collected from the pre-and post-test in the conceptual understanding and problem-solving skills test were both subjected to quantitative and qualitative analyses. Included in the quantitative analyses were the students’ test scores in the four moderator variables. The qualitative interpretation was done on the results of the conceptual trace analysis and students’ answers to the posttest on conceptual understanding. The same was done with their answers to the pretest/posttest items (i.e., the first four items only) on problem-solving, and the analysis of their metacognitive reflections on each phase of the five lessons. The profile of the students as regards the four moderator variables is as follows: Majority have average mental ability (about 44%), followed by below-average (21%), dull (19%), above-average (8%), superior (about 7%), and very superior (about 0.02%). Fifty-five percent (55%) has low level of prior knowledge, while forty-five percent (45%) has high level of prior knowledge. Majority of the students in the sample are in the concrete level (83%), followed by transition (about 16%) and formal level (about 1%). Majority of the sample are field-independent (64%), followed by field intermediate (31%) and field-dependent (about 5%). The results of the pretests show that students initially had a very low level of conceptual understanding as well as problem-solving skills in genetics. After the intervention, the results of the conceptual trace analysis show that, under the three main categories of conceptual change (No change, Change for the Better and Change for the Worse), the experimental high-and low-ability groups outperform their counterparts in the control groups. In terms of gain scores, both groups of students exposed to the MLC model and the traditional method have a significant increase in their scores in both the conceptual understanding and problem-solving skills tests. However, comparing the posttest mean scores, students exposed to the multiple strategies of the MLC model posted a significantly higher posttest mean scores in the conceptual understanding test and problem-solving skills tests than students exposed to the traditional model. However, the results indicate a no significant interaction between students’ ability level and the treatment conditions when the conceptual understanding and problem-solving are the dependent variables. The correlation analyses reveal that the pre-and posttest mean scores on the conceptual understanding test are highly correlated to the pre-and pos-test mean scores in the problem-solving skills test. All of the four moderators variable are all highly correlated to the pre-and post-test mean scores in both tests. With conceptual understanding as the dependent variable, no moderating effect is observed between the four moderator variables and the treatment conditions. However, with problem-solving as the dependent variable, of the four cognitive variables it is only prior knowledge and cognitive level that moderate learning. The MLC model is more effective in helping students with low level of prior knowledge and with the concrete level of cognition to achieve higher performance in problem-solving than those exposed to the traditional model. The metacognitive reflections by students after each phase of the MLC lesson reveal that stimulation activities help concretize and enhance their learning about abstract concepts in genetics; the enrichment part of each simulation activity, the heuristics of solving genetic problems and the modeled exercises help students in solving genetic problems. The written reflections make them realize that personal efforts and involvement in the learning task greatly enhance the status of their learning (i.e., intelligibility, plausibility and fruitfulness). As revealed in their metacognitive reflections, the researcher-made learning manual most likely helps both low- and high-ability students not only develop scientific conceptions in genetics but also improve their skills in problem-solving. This study has proven that the MLC model of teaching does enhance students’ conceptual understanding and problem-solving skills in Mendelian and non-Mendelian genetics. In this study, the research-made learning manual containing simulation activities and problem-solving exercises has facilitated the progress of students in the experimental high- and low-ability groups as revealed in their metacognitive reflections. These are the main contributions of this research to biology education.