Science Investigatory Project Instruction: The Secondary Schools Journey
Main Article Content
Keywords
investigatory projects, science teaching, secondary schools
Abstract
Science investigatory projects (SIPs) are authentic tasks that science teachers implement in science curriculum. With this, the study investigated the journey of the secondary schools in SIP instruction through the lens of the teachers. Narrative inquiry from 12 purposively selected and interviewed science teachers/winning coaches from six schools in an SIP consistent winning Division in Central Visayas, Philippines revealed that the SIP instruction journey is affected by the teachers’ prior background and implementation. They are seen to be instrumental in the SIP process, as they instill basic research skills to high school investigators, and develop the science character which is needed for them to engage in innovations in science and technology (S&T). As the teachers implement SIP instruction, they commit themselves to the development of S&T, thus placing a crucial role in the scientific community where they also develop the science research culture in the basic education level. Science teachers then should guide the students in the planning, conduct and assessment phases of SIP instruction.
References
SIP (Science Investigatory Projects): Do we dread or it’s a deed?
Students’ early engagement in research may provide higher chances of improving the knowledge-based economy of the country. Consequently, teachers who serve as mentors and SIP advisers commit themselves to the development of science, innovation and technology for a better society. How is their plight as SIP adviser? Two professors (Joje Mar P. Sanchez and Rufina C. Rosaroso) form Cebu Normal University conducted the study entitled “Science Investigatory Project Instruction: The Secondary Schools’ Journey”. This study investigated the journey of the secondary schools in SIP instruction through the lens of the teachers.
Know more by reading the full article here: (insert link)
Albert, JRG., Orbeta, A., Paqueo, V. & Serafica, R. (2018). The fourth industrial revolution: opportunities and challenges for the Philippines. Philippine Institute for Developmental Studies. Retrieved from https://pidswebs. pids.gov.ph/CDN/EVENTS/pres_3_-_dr_ramonette_ serafica_-_4th_industrial_revolution.pdf.
Albert, JRG., Yasay, DB. & Gaspar, RE. (2015). Examining processes in research and development at the Department of Science and Technology. Retrieved from https:// www.dbm.gov.ph/wp-content/uploads/DBM%20Publications/FPB/ZBB-2014/2.%20Examining%20Processes%20in%20RandD.pdf.
Autieri, SM., Amirshokoohi, A. & Kazempour, M. (2016). The science-technology-society framework for achieving scientific literacy: An overview of the existing literature. European Journal of Science and Mathematics Education, 4(1), 75-89.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press. Commission on Higher Education (2009). National higher education research agenda-2: Retrieved from NHERA 2 (2009-2018). Retrieved from http://ched.gov.ph/ wp-content/uploads/ 2017/11/NHERA-2.pdf.
Cuartero, O. (2016). Impact of doing science investigatory project (SIP) on the interest and process skills of elementary students. International Journal of Multidisciplinary Academic Research, 4(5), 27-41.
Department of Education (2016). K to 12 Curriculum GuideSCIENCE. Retrieved from goo.gl/hwcMu6. Department of Science and Technology (2018). Harmonized national science research and development agenda 2017-2022. Retrived from http://dost.gov.ph/phocadownload/Downloads/Journals/Approved%20Harmonized%20National%20RD%20Agenda%20%202017- 2022.pdf.
DOST-Science Education Institute, and the University of the Philippines National Institute for Science and Mathematics Education Development (2011). Science framework for Philippine basic education. Manila: SEI-DOST and UP NISMED.
DiChristina, M. (2014). Why science is important. Scientific American. Retrieved from https://www.scientificamerican.com/article/why-science-is-important/.
Dogru, M. (2008). The application of problem solving method on science teacher trainees on the solution of the environmental problems. Journal of Environmental & Science Education, 3(1), 9-18.
Glazunov, NM. (2012). Foundations of scientific research. Retrieved from https://arxiv.org/pdf/1212.1651.pdf.
Hayward, CN., Laursen, SL. & Thiry, H. (2017). Why work with undergraduate researchers? Differences in research advisors’ motivations and outcomes by career stage. CBE Life Science Education, 16(1).
Hickson, H. (2015). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380-391.
Jugar, RR. (2013). Teacher-coaches’ perspective on the validity and acceptability of commercial laboratory testing and analysis of high school science investigatory projects. Procedia- Social and Behavioral Sciences, 106, 2516- 2521.
Liu, J. (2006). The SMARTS Guide to Science Fairs. Retrieved from https://web.uvic.ca/~virsf/SMARTS_Guide-E.pdf
Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
Mascarelli, AL. (2011). Science fairs: Teaching students to think like scientists. Science News for Students. Retrieved from https://www.sciencenewsforstudents.org/ article/science-fairs-teaching-students-think-scientists.
National Economic and Development Authority (2017). Philippine Development Plan 2017-2022. Retrieved from http://www.neda.gov.ph/wp-content/uploads/2017/12/ Abridged-PDP-2017-2022_Final.pdf.
Ndlovu, MC. (2014). Understanding factors supporting student participation in the Expo for Young Scientists. 22nd Annual Conference of the Southern African Association of Research in Mathematics, Science and Technology Education, Nelson Mandela Metropolitan University, South Africa.
Olvido, MMJ. & Sanchez, JMP. (2017). Government spending vis-à-vis business enterprise investments on research and development. CNU Journal of Higher Education, 11(1), 12-23.
Polkinghorne, DE. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23
Salazar-Clemeña, RM. & Almonte-Acosta, SA. (2007). Developing research culture in Philippine higher education institutions: Perspectives of university faculty. Paper presented during the regional seminar, Competition, Cooperation and Change in the Academic Profession: Shaping Higher Education’s Contribution to Knowledge and Research, Hangzhou, Chine, September 18-19, 2007. Retrieved from http://unesdoc.unesco.org/images/0015/001578/157869e.pdf.
Sambeka, Y., Nahadi and Sriyati, S. (2017) Implementation of authentic assessment in the project based learning to improve student’s concept mastering. AIP Conference Proceedings, 1848(1), DOI: https://doi. org/10.1063/1.4983980.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
Sheldrake, R., Mujtaba, T. & Reiss, MJ. (2017). Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Educational Research, 85, pp. 167-183.
Singh, A. (2016). Role of Computer in Research. International Journal of Advanced Research in Computer Science and Software Engineering, 6(5), 128-129.
Technical Education and Skills Development Authority (2016). Technological change is coming: The fourth industrial revolution. Retrieved from https://www.tesda.gov. ph/Uploads/File/planning2017/LMIR/4th%20IR%20 LMIR%20January%203%20FULL.pdf.
Tortop, HS. (2013). Science Teachers’ View about the Science Fair at Primary Education Level. Turkish Online Journal of Qualitative Inquiry, 4(2), 56-64.
Vu, TT. & Dall’Alba, G. (2014). Authentic assessment for student learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778-791.
Wilson, S., Schweingruber, H. & Nielsen, N. (2015). Science Teachers’ learning: Enhancing opportunities, creating supportive contexts. Washington, DC: The National Academies Press.
Students’ early engagement in research may provide higher chances of improving the knowledge-based economy of the country. Consequently, teachers who serve as mentors and SIP advisers commit themselves to the development of science, innovation and technology for a better society. How is their plight as SIP adviser? Two professors (Joje Mar P. Sanchez and Rufina C. Rosaroso) form Cebu Normal University conducted the study entitled “Science Investigatory Project Instruction: The Secondary Schools’ Journey”. This study investigated the journey of the secondary schools in SIP instruction through the lens of the teachers.
Know more by reading the full article here: (insert link)
Albert, JRG., Orbeta, A., Paqueo, V. & Serafica, R. (2018). The fourth industrial revolution: opportunities and challenges for the Philippines. Philippine Institute for Developmental Studies. Retrieved from https://pidswebs. pids.gov.ph/CDN/EVENTS/pres_3_-_dr_ramonette_ serafica_-_4th_industrial_revolution.pdf.
Albert, JRG., Yasay, DB. & Gaspar, RE. (2015). Examining processes in research and development at the Department of Science and Technology. Retrieved from https:// www.dbm.gov.ph/wp-content/uploads/DBM%20Publications/FPB/ZBB-2014/2.%20Examining%20Processes%20in%20RandD.pdf.
Autieri, SM., Amirshokoohi, A. & Kazempour, M. (2016). The science-technology-society framework for achieving scientific literacy: An overview of the existing literature. European Journal of Science and Mathematics Education, 4(1), 75-89.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press. Commission on Higher Education (2009). National higher education research agenda-2: Retrieved from NHERA 2 (2009-2018). Retrieved from http://ched.gov.ph/ wp-content/uploads/ 2017/11/NHERA-2.pdf.
Cuartero, O. (2016). Impact of doing science investigatory project (SIP) on the interest and process skills of elementary students. International Journal of Multidisciplinary Academic Research, 4(5), 27-41.
Department of Education (2016). K to 12 Curriculum GuideSCIENCE. Retrieved from goo.gl/hwcMu6. Department of Science and Technology (2018). Harmonized national science research and development agenda 2017-2022. Retrived from http://dost.gov.ph/phocadownload/Downloads/Journals/Approved%20Harmonized%20National%20RD%20Agenda%20%202017- 2022.pdf.
DOST-Science Education Institute, and the University of the Philippines National Institute for Science and Mathematics Education Development (2011). Science framework for Philippine basic education. Manila: SEI-DOST and UP NISMED.
DiChristina, M. (2014). Why science is important. Scientific American. Retrieved from https://www.scientificamerican.com/article/why-science-is-important/.
Dogru, M. (2008). The application of problem solving method on science teacher trainees on the solution of the environmental problems. Journal of Environmental & Science Education, 3(1), 9-18.
Glazunov, NM. (2012). Foundations of scientific research. Retrieved from https://arxiv.org/pdf/1212.1651.pdf.
Hayward, CN., Laursen, SL. & Thiry, H. (2017). Why work with undergraduate researchers? Differences in research advisors’ motivations and outcomes by career stage. CBE Life Science Education, 16(1).
Hickson, H. (2015). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380-391.
Jugar, RR. (2013). Teacher-coaches’ perspective on the validity and acceptability of commercial laboratory testing and analysis of high school science investigatory projects. Procedia- Social and Behavioral Sciences, 106, 2516- 2521.
Liu, J. (2006). The SMARTS Guide to Science Fairs. Retrieved from https://web.uvic.ca/~virsf/SMARTS_Guide-E.pdf
Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
Mascarelli, AL. (2011). Science fairs: Teaching students to think like scientists. Science News for Students. Retrieved from https://www.sciencenewsforstudents.org/ article/science-fairs-teaching-students-think-scientists.
National Economic and Development Authority (2017). Philippine Development Plan 2017-2022. Retrieved from http://www.neda.gov.ph/wp-content/uploads/2017/12/ Abridged-PDP-2017-2022_Final.pdf.
Ndlovu, MC. (2014). Understanding factors supporting student participation in the Expo for Young Scientists. 22nd Annual Conference of the Southern African Association of Research in Mathematics, Science and Technology Education, Nelson Mandela Metropolitan University, South Africa.
Olvido, MMJ. & Sanchez, JMP. (2017). Government spending vis-à-vis business enterprise investments on research and development. CNU Journal of Higher Education, 11(1), 12-23.
Polkinghorne, DE. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23
Salazar-Clemeña, RM. & Almonte-Acosta, SA. (2007). Developing research culture in Philippine higher education institutions: Perspectives of university faculty. Paper presented during the regional seminar, Competition, Cooperation and Change in the Academic Profession: Shaping Higher Education’s Contribution to Knowledge and Research, Hangzhou, Chine, September 18-19, 2007. Retrieved from http://unesdoc.unesco.org/images/0015/001578/157869e.pdf.
Sambeka, Y., Nahadi and Sriyati, S. (2017) Implementation of authentic assessment in the project based learning to improve student’s concept mastering. AIP Conference Proceedings, 1848(1), DOI: https://doi. org/10.1063/1.4983980.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
Sheldrake, R., Mujtaba, T. & Reiss, MJ. (2017). Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Educational Research, 85, pp. 167-183.
Singh, A. (2016). Role of Computer in Research. International Journal of Advanced Research in Computer Science and Software Engineering, 6(5), 128-129.
Technical Education and Skills Development Authority (2016). Technological change is coming: The fourth industrial revolution. Retrieved from https://www.tesda.gov. ph/Uploads/File/planning2017/LMIR/4th%20IR%20 LMIR%20January%203%20FULL.pdf.
Tortop, HS. (2013). Science Teachers’ View about the Science Fair at Primary Education Level. Turkish Online Journal of Qualitative Inquiry, 4(2), 56-64.
Vu, TT. & Dall’Alba, G. (2014). Authentic assessment for student learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778-791.
Wilson, S., Schweingruber, H. & Nielsen, N. (2015). Science Teachers’ learning: Enhancing opportunities, creating supportive contexts. Washington, DC: The National Academies Press.
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Published
Jun 14, 2019
Article Details
How to Cite
Sanchez, J. M. P., & Rosaroso, R. C. (2019). Science Investigatory Project Instruction: The Secondary Schools Journey. The Normal Lights, 13(1). https://doi.org/10.56278/tnl.v13i1.1234
Section
Research Article
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