REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION
Keywords:Real Life Experience, Science, Engaging Activities
Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences.
The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process.
The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.
Doyle, T. (2010). New Faculty of Professional Development Planning and Ideal Program Still Water, Ok: New Forum Press.
Francisco, M. (2012) Principles and Methods of Teaching. Mandaluyong City: National Book Store
Santo, Rosita G., et al. (2009). PAFTE. Katha Publishing Co. Inc. 388 Quezon City.
Belegal, Sonia A. (2007). “The Usefulness of Teaching Strategies and Approaches in Secondary Science and Technology Instruction in the Division of Batangas City,” Unpublished Thesis, Batangas State University, Batangas City.
Conole, G. (2010). Personal Inquiry: Innovations in Participatory Design and Models for Inquiry Learning. Educational Media International, 47, 277–292. DOI: https://doi.org/10.1080/09523987.2010.535328
Boyce MP., The gas turbine handbook. 2nd ed. Houston, Texas: Gulf Professional Publishing; 2002, 411.
Runnel, M. (2013). Model for Guiding Reflection in the Context of Inquiry-Based Science Education. Journal of Baltic Science Education, 12, 107–118.
How to Cite
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.