Ateneo SERVE 2020 E-Book

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Use of Biology Interactive Courseware (BIC) and Available Online
Resources in Blended Learning

Jennifer D. Regala, MSc a*, Catherine Genevieve B. Lagunzad, PhD b

a Department of Science and Mathematics, College of Education Arts and Sciences, National University ,
b Department of Biology, School of Science and Engineering, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

The study sought to determine the effect of the use of Biology Interactive Courseware (BIC) and available
online resources in blended learning on students’ academic achievement. Two groups of students, the
non-BIC and BIC groups participated in the study: traditional teaching approach was employed in non-BIC,
while the BIC group utilized the Biology Interactive Courseware and available online resources. Quantitative
analysis of the pretest and posttest scores revealed a significant improvement in academic performance in
both groups; however, further analysis through independent samples t test revealed that the BIC group
performed better during the posttest.
Qualitative data also supported the findings of this study that suggest the potential of Biology Interactive
Courseware and available online resources in improving the academic performance. The use of biology
interactive courseware and available online resources in instruction provided opportunities for students to
be more actively engaged in class through participation in interactive activities, group work and
collaborative learning.
During this time of pandemic, educational institutions are mandated by the Department of Education to
comply with the order to design alternative instruction delivery systems that can ensure continuity of
learning in basic education. Remote asynchronous mode of learning using the Biology Interactive Course-
ware (BIC) and available online resources holds great promise, as teaching and learning can be done at
home with or without internet access for as long as students have their own mobile devices. Even when face
-to-face instruction delivery is employed, as an essential element of blended learning, learning can be maxi-
mized because the use of BIC requires very little teacher supervision thus allowing for the strict imple-
mentation of physical distancing. Moreover, the use of Biology Interactive Courseware (BIC) and available
online resources provides an opportunity for personal growth, and the development of one’s sense of re-
sponsibility and accountability as students learn independently and at their own pace.

Keywords: Biology, Courseware, interactive, online

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Development of Culture-Based Biology Activity for Grade 8 Students

Erica Mae D. Reyes a* and Catherine Genevieve B. Lagunzad, PhD b

a Department of Biology, School of Science and Engineering, Ateneo de Manila University
b Department of Biology, School of Science and Engineering, Ateneo de Manila University

* Corresponding Author: [email protected]

ABSTRACT

One key feature of the K to 12 Basic Education Program is contextualization. Contextualization refers to the
process of matching the subject content and the instructional strategies to the experiences that are familiar
and meaningful to the students. In accordance to this, teacher’s guides and learner’s materials with
contextualized lessons and activities were developed by the Department of Education (DepEd). However,
due to the diverse cultures and resources of the different localities in the country, the prepared teaching
and learning materials, specifically in Biology, may be irrelevant to the students at times which may pose a
challenge to their learning. Given this fact and as indicated in DepEd Order No. 35, s. 2016, modification of
the designed activities and experiments by the DepEd can be done to align scientific contents with the
specific contexts of a particular locality. In this study, a laboratory activity was modified through the
integration of a traditional practice called pagbuburo in the preparation of the specimen to be observed. The
worksheet was also improved by providing a brief history of pagbuburo and its procedure. The yogurt to be
used for the bacterial microscopy was changed to binurong mangga (fermented mangoes), an appetizer
common to Batangueño households. A class of Grade 8 students from a private school in Batangas prepared
their own binuro with the aid of a demonstration from a more knowledgeable other in the community. The
extract of the binuro, after a week of fermentation, was used to observe the bacteria present in it. The
mounted specimen from the binuro had the same bacterium observed on a prepared slide of diluted yogurt.
In addition, the students showed positive feedbacks toward the enhanced activity. It is recommended that
specific contextualization of activities and experiments be done in the teaching of Biology.

Keywords: Contextualization, Culture-Based Activity, Bacteria, Microscopy, Pagbuburo

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

A Guided Activities for Basic Urban Agriculture Production

John Oliver P. Distor a*, Lyka D. Lamoste b, and Catherine Genevieve B. Lagunzad c

a Plant Biotechnology and Urban Agriculture Project, Research and Development Center, Rizal Technological University
b Office of the Vice President for Research and Extension Services, Rizal Technological University
c Department of Biology, School of Science and Engineering, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

The global health pandemic caused by coronavirus has not just affected people, it’s affecting our country’s
food security and livelihood as well. Due to many factors that include the temporary suspension of mass
transportation, the closure of some trading posts, and the tightening of borders in a bid to enforce the
necessary social distancing required to halt the spread of the virus, people have had experienced
insufficiency of food, immediate transformation of educational systems, slow economic growth, and sudden
change in the environment. This focuses on the integration of urban agriculture in the activities of biology
lessons, activities and instructional materials that stimulates students’ perspective in sustainability, food
security, and livelihood. This study presents short guided activities and learning materials focusing on urban
agriculture systems that can be constructed by the students in a small area, with regulated budget, and in a
short period of time. The students generate their own urban agriculture system that could produce their
own crops and vegetable varieties in a limited space and resources for consumption. Furthermore, this
addresses the students’ attitude and mindset in agriculture relative to biology. Although not the solution to
all economic and food security problems as many claim it to be, urban agriculture does have the potential to
improve the resilience of communities. For this reason, during this pandemic crisis, integrating urban
agriculture in science activities addressing sustainability, food security, and livelihood utilizing experiential
learning strategy, students’ may be able to learn and improve science skills and knowledge independently
and develop resilience.

Keywords: Urban Agriculture, Science Education, Sustainability, Food Security, Livelihood

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Game-based Student Response System (GSRS) as a Formative
Assessment Tool for Online Classroom

Teodorico A. Dalisay MSc.a,c* , Lyka D. Lamoste, MSc.b,c , Catherine Genevieve B. Lagunzad, PhD.c

aSenior High School Department, Hagonghong Integrated High School, Buenavista, Quezon Province, Philippines
bRizal Technological University, Boni Avenue, Mandaluyong City, Philippines cBiology Department,
Ateneo de Manila University Katipunan Avenue, Quezon City, Philippines
*Corresponding author: [email protected]

ABSTRACT

Online learning is becoming the trend in the new normal education, now that everyone is at home.
However, most teachers find it challenging on how to assess students’ understanding of concepts most
especially when students are in the comfort of their homes or being online, where distractions are
imminent. Even before, formative assessments using software applications on computers and smartphones
is widely used by teachers in order to make their classes more interactive and engaging. Examples of
applications that are being used for formative assessment are Plickers, Socrative, and many others. These
are collectively known as Student Response System (SRS), a classroom response system that allows teachers
to pose questions and gather students’ responses during a lecture. Another form of SRS that is used
specifically for gaming purposes is the Game-based Student Response System (GSRS). Kahoot!, an example
of GSRS application that allows administration of interactive quizzes made by teachers for students to
answer questions real-time using their mobile devices in a game situation (Licorish et al. 2017). In our study,
Kahoot! was used to determine the effect of using GSRS on students’ attitude in Biology, where results
showed a significant improvement on the students’ attitude towards Biology as a discipline. Some studies
revealed that whenever students have a positive attitude towards a subject, it increases their interest to
learn more. The more that they are interested to learn, understanding the concepts is more likely to be
achieved. Now that the classrooms are transferred at home and to keep our students maintain an enjoyable
learning experience, GSRS can be used by teachers as one of their options in assessing students’ learning.

Keywords: SRS, Game-based Student Response System (GSRS), Kahoot, Biology, Formative assessment,
mobile devices

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Addressing Students’ Alternative Conception in Kinetic Particle Theory through
7E Instructional Model

Rona Lynne D. Abenoja-Federizo a, b, and Ma. Kristina A. Ayongao b ,c

a Office of the Vice President for Academic Affairs - Research & Publications Center, The National Teachers College
bGraduate School of Teacher Education, The National Teachers College
c Online Education Department, AMA University
* Corresponding Author: [email protected]

ABSTRACT

Alternative conceptions are ways of thinking about a particular phenomenon in a less familiar area that lead

to learners coming to the wrong understanding of a concept or principle. This study explores the use of 7E

Instructional Model in addressing alternative conceptions of students in Kinetic Particle Theory (KPT). A

three-tier multiple choice test was used to identify alternative conceptions and specify the strength and

confidence level of students’ belief in their knowledge. Pretest results show all the prevalent alternative

conceptions in KPT, specifically on Intermolecular Spacing of Matter, Influence of Intermolecular Forces on

Phase Change, Diffusion of Fluids, Average Kinetic Energy, and Pressure, Volume and Temperature of Fluids.

A 7E Inquiry-Based Learning Model was used to address the identified alternative conceptions and posttest

was administered right after to determine scientific understanding. Although there is no significant dif-

ference that can be noted on the analyses of the pretest and posttest scores, it reveals that an im-

provement in the level of scientific understanding occurred in all subtopics. This indicates that the inter-

vention partially addresses some of the alternative conceptions.

Keywords: Alternative Conceptions, 7E Inquiry-Based Learning Instruction Model, Scientific
Understanding, Conceptual Model Change of Learning

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Using Green-Star Metrics for Assessment and Integration of Green Chemistry Principles in
General Chemistry Laboratory Activities

Maria Lourdes C. Atienza-Ona ac*, Nestor S. Valera, Ph.D. b, and Cornelia C. Soto, Ph.D. c

aScience Department, Balete Senior High School, Batangas bDepartment of Chemistry, School of Science and Engineering,
Ateneo de Manila University c Department of Education, School of Social Sciences, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

Integrating green chemistry in education is a growing interest among chemists, chemical practitioners and
educators worldwide. The goal in developing activities should be towards increased greenness by designing
processes and using alternative reagents that are safe and less polluting to the environment. This paper aims
to assess the greenness of laboratory activities and integrate green chemistry in the Philippine K-12
curriculum. This study is a response to the constraints brought by insufficient laboratory rooms and
equipment, unavailable chemicals, and waste disposal issues. Furthermore, this addresses the challenges to
provide educational services during the transition to the new normal status quo in Philippine education.
Initial analysis shows that existing laboratory activities have appreciable level of greenness. However,
inclusion of sustainability and green chemistry principles in the government- provided textbooks is not
explicit and the unavailability of laboratory manual, some reagents and equipment remain a concern
especially if blended learning approach is to be considered. Analysis using Green Star Metrics adapted from
Ribeiro, Costa and Machado (2015) revealed that the activities involving Solubility Curves and Rates of
Reaction can still be modified. Hazardous chemicals are substituted with common household chemicals and
processes are redesigned to increase energy efficiency while objectives and competencies set by the K-12
curriculum are attained. The basic idea of the metrics is creating a star and determining the Green star area
index corresponding to the level of greenness. The modified activities in this study are observed to have
increased area index meaning an increased level of greenness. The use of Green Star metrics to assess other
laboratory experiments is recommended to help teachers modify or develop existing laboratory activities
and facilitate learning. Moreover, the modified laboratory activities may help students acquire knowledge
and skills through experiential learning at the comfort and safety of their home.

Keywords: General Chemistry , Green Chemistry, laboratory activities, Green Star metrics, Senior High
School

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Integration of Green Chemistry Principles in the Grade 8 Science Laboratory

a Lovelyn B. Balbedina, bNestor S. Valera, PhD, c Catherine Genevieve B. Lagunzad, PhD

a School of Science and Engineering, Ateneo de Manila University b Department of Chemistry, School of
Science and Engineering, Ateneo De Manila University, c Biology Department,
Ateneo de Manila University Katipunan Avenue, Quezon City, Philippines
Corresponding Author: [email protected]
/ [email protected]

ABSTRACT

The paper assessed the Green Chemistry laboratory manual prepared by the researcher, which
integrated the five out of the twelve Green Chemistry principles. These principles include the prevention of
waste, design for safer chemical use, design for degradation, design for energy efficiency, and design for
inherently safer chemicals for accident prevention. The experimental group incorporated these five
principles into its eight laboratory experiments and activities. The control group experienced regular
teaching and flipped classroom intervention. The analysis of the cost of materials and manual evaluation
were conducted to prove that integration has been achieved. Results showed no significant difference
between the experimental and control groups’ academic achievement. Both have attained the same level of
proficiency, so the range of conceptual learning is also the same. Even so, the experimental group has the
advantages of a more sustainable approach in their science laboratory. In the Green Chemistry laboratory,
materials can be found in every household, reagents are non-hazardous, and heating sources are more
energy efficient. The students realized the significance of the integration in the science laboratory and
real-life applications. Students also developed their environmental awareness. The accompanying laboratory
manual emphasizing the principles of Green Chemistry has been well received by teachers and students.
Cost analysis showed that the materials in the Green Chemistry laboratory cost lesser than those used in a
conventional laboratory. Other schools lacking the conventional laboratory facilities can adopt a Green
Chemistry laboratory, which offers more sustainable methods and resources to provide for the experiments
and activities.

Keywords: green chemistry, sustainability, environmental education, laboratory, chemical lifecycle

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Four-Tier Multiple Choice Test Questions: A Proposed Formative Assessment Tool in Chemistry

Glenda P. Dy, MSc a*, Armando Victor M. Guidote Jr., PhDb, and Cornelia C. Soto, PhDc

a Jose Abad Santos High School, DepEd Manila b Department of Chemistry, School of Science and Engineering,
Ateneo de Manila University, c Ateneo de Manila University- School of Social Sciences
* Corresponding Author: [email protected]

ABSTRACT

Science teaching should facilitate learning, improve conceptual understanding, and develop the
students’ capacity to reason scientifically. Determining the strength and weaknesses of the learners is
important to improve the teaching-learning process. Formative assessment is an important tool in
determining the strength and weaknesses of students. It may provide information about how well students
learned.
This study aims to propose an alternative to traditional multiple-choice tests that may assess students’
conceptual knowledge and reasoning by using a Four-tier multiple choice test (FTMCT) as a formative
assessment tool. The four-tier multiple choice questionnaire is composed of the following: the first-tier, a
knowledge question, the second-tier, the student's level of confidence to the answer on the knowledge test
question, the third-tier, inquired for the reasoning used to answer the first-tier response, and the fourth tier
asked for the level of confidence to the answer on the third-tier by the participants. It is expected to uncover
the students' understanding of the core concepts and their reasoning about the concept used to arrive at
the first-tier response.
The FTMCT was prepared by the researcher. To ensure the validity of the test, the FTMCT was validated by
five science and chemistry teachers. The test was conducted among the grade 12 students who took
Chemistry 1 in the previous year and the grade 11 students who are currently taking Chemistry. Item
analysis was made to aid the researcher modify the test to suit its purpose. The item difficulty and item
discrimination were determined.
The result shows that students find it easier to answer the knowledge question with confidence but with
difficulty answering the reasoning question with confidence. The paper concludes that FTMCT is a necessary
tool as a formative assessment in determining the conceptual knowledge and reasoning ability of the
students which may equate to deep understanding.

Keywords: Four-tier multiple choice test, Formative assessment, Knowledge, Reasoning

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Stockroom: A Tile-Based Game for Learning Classification of Matter
for Junior High School Students

Mark Angelo A. Ordonio, MSc a*, Armando Victor M. Guidote, Jr., PhD b, and Rhodora F. Nicdao, PhD c

a Department of Biology, School of Science and Engineering, Ateneo de Manila University b Department of Chemistry, School of
Science and Engineering, Ateneo de Manila University c Department of Education, School of Social Sciences,
Ateneo de Manila University * Corresponding Author: [email protected]

ABSTRACT

Stockroom is a cooperative and competitive tile-based game on the classification of matter. Its main
objective is to properly place substances (represented as tiles) to their corresponding categories or shelves —
element, compound, heterogeneous mixture, or homogeneous mixture (solution). Students take the roles of
laboratory technicians responsible for handling and storing substances. All players start with ten (10)
substance tiles and three (3) journal cards. (Players should make sure that they begin their turn with this
number of tiles and cards.) Placing of the substance tiles on their shelves is dictated by available journal cards
on the player’s hand. A successful turn gives a player points which are indicated in the journal card. The
player with the highest number of points wins the game.
To determine the tabletop game’s effect on improving the students' understanding of the classification of
matter, a quasi-experimental non-randomized pretest-posttest group design was used. Two groups of
students were involved in the study: one taught using lecture and demonstration (traditional instruction) as
the control group; and another taught using Stockroom (game-based learning) as the experimental group. A
researcher-made chemistry performance test on the classification of matter was administered to both groups
before and after their respective modes of learning.
Although both learning groups showed an increase in the test scores, results show that the game-based
learning group had a significant increase in the conceptual understanding of the topic. There was also an
evidence of difference between the gain scores of the two learning groups, with the game-based learning
group showing a higher gain score. These findings suggest the use of Stockroom as an alternative in
introducing the classification of matter to junior high school students to improve understanding of the topic.

Keywords: game-based learning, games for education, tabletop game, teaching chemistry, classification of
matter.

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Non-Digital Game-Based Learning (NDGBL) and Students’ Academic Performance, Attitude, and
Motivation towards Chemistry

Deanne Kaye G. Zambrano a*, Armando M. Guidote Jr. b, and Rhodora F. Nicdao c

a Department of Biology, School of Science and Engineering, Ateneo de Manila University
b Department of Chemistry, School of Science and Engineering, Ateneo de Manila University

c Department of Education, School of Social Sciences, Ateneo de Manila
* Corresponding Author: [email protected]

ABSTRACT

Common innovative approaches in chemistry instruction are associated with varying downsides. For
instance, the use of technology-dependent instruction is not readily available in some schools, likewise, the
use of laboratory experiment exposes the students to possible hazards. With these in mind, the study
considered the integration of non-digital game-based learning in chemistry. Three non-digital games were
developed and administered to determine the impact of game-based learning on the students’ academic
performance, attitude, and motivation towards chemistry. The non-digital games address different topics in
the Matter Module of Grade 8 Science: Water Cycle Game, a competitive adventure game on the phase
changes of matter adapted from ACMP of University of Alaska; cre-ATOM and creat-ION, a collaborative
building game on familiarizing the atom and its subatomic particles; and Perio-Dmitri, a collaborative
line- up game on the trends in the periodic table of elements. A quasi-experimental non-randomized pretest-
posttest design was used in this study. Three instruments were administered to two groups (n1=41, n2=43) of
Grade 8 students: (1) researcher-made chemistry performance test; (2) Likert-scale questionnaire on attitude
towards chemistry developed by Cheung (2011); and (3) Likert-scale questionnaire on motivation towards
chemistry developed by Salta and Koulougliotis (2015). A focus group discussion was also administered for
the participants to describe their experience on the use of non-digital games. Statistical analyses showed
that NDGBL had a positive effect on the students’ academic performance (p<.001), attitude (p<.001), and
motivation (p<.001) towards chemistry. These results are supported with the qualitative data obtained from
the focus group discussion, with students’ responses stating that they have learned chemistry in a more
engaging and exciting way. Low correlations were observed between academic performance and attitude
towards chemistry (p=.230) and academic performance and motivation towards chemistry (p=.287).
Conversely, a significant correlation was observed between attitude and motivation towards chemistry
(p<.001).

Keywords: Non-digital game-based learning (NDGBL), game-based learning (GBL), educational games,
chemistry, science games

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Preconceived Ideas on Forces and Motion of In-Service Science Teachers

a Mary Maffi P. Delos Santos , b Ivan B. Culaba, MSc, and c Cornelia C. Soto, PhD.

a Department of Biology, School of Science and Engineering, Ateneo de Manila University
b Department of Physics, School of Science and Engineering, Ateneo de Manila University

c Department of Education, School of Social Sciences, Ateneo de Manila University
* Corresponding Author: [email protected]

ABSTRACT

K to 12 Science Curriculum is designed to be learner-centered and inquiry-based to highlight the importance
of evidence in the understanding of science concepts. Since it follows the spiral approach, science teachers
have to teach all the sciences in a particular grade level, including those subjects which are outside of their
field of specialization/expertise. Therefore, there is a need for retraining of the science teachers. Developing
a good training program requires knowledge of the preconceptions of the teacher-participants. This study
aims to determine the preconceptions of the in-service teachers about the concept of forces and motion. In
this study, the 47-item, multiple choice Force and Motion Conceptual Evaluation (FMCE), developed by R.
Thornton and D. Sokoloff, was used as the diagnostic tool. Microsoft Excel was used in the processing of the
raw data and the analysis. The thirteen participants in the study were in-service teachers coming from dif-
ferent high schools, majority have backgrounds in Biology. Analysis of the participants’ responses in the
FMCE showed the following preconceptions on motion and force:

a. A force in the same direction as the motion, is necessary to move an object even at constant
velocity; constant acceleration requires a constantly increasing force.

b. An object momentarily at rest has no acceleration and therefore is not acted upon by a force.
c. The action-reaction forces between two objects depend on the masses of the objects and their initial

relative speeds.
These results showed that the teachers’ concepts of motion and force are still Aristotelian rather than
Newtonian. These deep-seated preconceptions exist due to the fact that everyone builds his/her own
theories about the world based on experience. The design of an effective teacher-training program in
mechanics should, therefore, be built upon these results and similar studies in Physics education research.

Keywords: Preconceptions, In-service teachers, Curriculum, Training, FMCE, Forces and motion

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Development of Do- It- Yourself Astronomy Kit (DIY) for In- Service Teacher Training

Methelyn H. Garzon a*, Ivan B. Culaba, M.Sc. b, and Cornelia C. Soto, Ph.D c

a Ateneo de Manila University- School of Science and Engineering b Ateneo de Manila University- School of Science
and Engineering c Ateneo de Manila University- School of Social Sciences
* Corresponding Author: [email protected]

ABSTRACT

The creation of the Philippine Space Agency (PhilSA) in 2019 heightened the importance of teaching
astronomy in the basic education. There is an added challenge that the subject should be taught as
mandated in the K-12 Science curriculum guidelines. Therefore, it is imperative that astronomy be primarily
taught through experiential learning and to be supplemented by readings. Since there is a dire lack of
hands-on materials and equipment in local schools today for this kind of learning, it is therefore necessary to
develop low cost and easy to build DIY astronomy kit. In this study the kit was designed to develop the
knowledge, skills and attitudes of in-service teachers in two specific topics: phases of the moon and the
constellations. A local version of the moon phases calculator and a planisphere (adapted from NASA-JPL’s
Moon Phases Calculator and Dominic Ford’s DIY Planisphere, respectively) and instruction sheets, were
developed. Six science teachers from a private institution in Marikina City were purposively chosen to
participate in the study aimed at exploring the effectiveness of the kit for understanding Astronomy. The
school did not have a telescope and other materials, except for books, for teaching astronomy. The teachers
lacked the experience in Astronomy- related activities which affected their confidence in teaching. The
training involved the hands-on construction of the moon phases calculator and the planisphere; drills on
how to use the kits; actual observation of the phases of the moon; and a night time of observing the
constellations. The training showed there were significant improvements in the teachers’ knowledge, skills
and their attitude towards Astronomy, specifically about the moon and the constellations. It is
recommended that this kind of experiential learning be adopted in the teaching of astronomy.

Keywords: Astronomy, Astronomy Education, Planisphere, Moon Phases calculator

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Video Analysis and Modeling (VAM) as Tool in Performing Physics Activities

Exedy C. Lampara a*and Joel T. Maquiling b

a Intellectual Property Management Center, Rizal Technological University, Mandaluyong City
b Department of Physics, Ateneo de Manila University, Quezon City
*Corresponding Author: [email protected]

ABSTRACT

Results of the 2018 Programme for International Student Assessment (PISA) reflect the poor academic

performance of Philippine students in Science and Mathematics. The urgency of addressing issues and gaps

in attaining quality education becomes more challenging when the COVID-19 pandemic drastically changed

the educational landscape in the country. Learning-at-a-distance is now the new normal and face-to-face

instruction is hardly encouraged. Several institutions made the unanimous decision to make instructional

methodologies flexible. While online instruction is tenable, some activities such as hands-on laboratory

classes are harder to achieve. In this study, a new approach in performing Physics activities is introduced.

The video analysis and modeling (VAM) is a method where students film their physical activities using smart-

phones. Students upload their video to a VAM software, then the software generates numerical values,

graphs, and equations. This study utilized two groups, the Non-VAM group (n = 35) and VAM group (n = 35),

to determine the effect of VAM as tool in teaching Physics. This study used the quasi- experiment research

with pre-test post-test design and is implemented for two months. The results show that in the Lower Order

Thinking Skills (LOTS) assessment, the mean normalized gain score of students who used VAM (x = 0.325) is

significantly higher than those students (x = 0.182) who did not utilized it (p = 0.001). Additionally, in

the Higher Order Thinking Skills (LOTS) assessment, the mean normalized gain score of VAM group (x =

0.255) is significantly higher compared with the mean normalized gain score of Non-VAM group (x = 0.153),

the p-value = 0.010. Thus, digital video analysis such as VAM represents a powerful educational tool. It also

enhances academic performance of learners. The benefit of being able to perform Physics activities in

school and at home during this new normal makes this technology a significant addition to the Physics learn-

ing environment.

Keywords: Academic Achievement, HOTS, LOTS, New Normal, Physics Activity, Video Analysis and
Modeling

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Context-based Activities for Distance Learning

Marvice Joyce V. Ong a* and Joel T. Maquiling b

a Philippine Science High School - Main Campus b Department of Physics, Ateneo de Manila University, Quezon City
* Corresponding Author: [email protected]

ABSTRACT

Addressing the needs of the learners while adapting to the “new normal” is one of the top priorities of the
educators at the present. Responding to the pandemic’s effect on schooling, teachers are preparing learning
packets that can be done by the students with or without the access to the internet. This distance learning
set up can strengthen the partnership between the parents and educators since most of the learning proc-
esses will be done at home. However, one of the challenges of this set up is the preparation of the activities
that are suitable to the students’ new learning environment. This set-up limits the students’ access to labo-
ratory materials which are vital for the different hands-on learning experiences. Though laboratory equip-
ment can still be used by the teachers through recorded demonstrations, the teaching and learning process
is still more effective when students have first-hand experiences of the lessons. With this, contextualizing
the learning activities of the students by using readily available materials at home becomes more impera-
tive. This can address the problem on the limited learning resources due to the absence of physical classes.
The use of familiar materials enables the students to see the connection of the lesson to their daily lives,
thus, realizing the relevance of the subject. Connecting the lessons to their immediate surrounding catches
the students’ interest. This study on the used of context-based learning experiences shows that students’
attitude towards the subject can shift into a more positive one. Moreover, students’ academic performance
also increased significantly. These results imply that context-based activities can be one of the ways to adapt
in our “new normal” way of delivering the lessons to our students since this strategy utilize non-complex,
readily available and common instructional materials that can be found at home.

Keywords: academic performance, attitude, context-based activities, contextual learning, distance
learning, new normal

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Improving Students’ Concept Mastery and Computational Thinking in Physics Using
Simulation-driven Collaborative Problem-solving Intervention

Rodel N. Vaflora*, Dr. Sheryl Lyn C. Monterola b

a University of the Philippines Institute for Science and Mathematics Education Development
b College of Education, University of the Philippines

* Corresponding author’s email: [email protected]

ABSTRACT

This study reports on the effects of a simulations-driven Collaborative Problem-Solving approach on the
concept mastery, computational thinking skills, and collaborative problem-solving processes of Science
Technology, Engineering, and Mathematics (STEM) students (N = 82) of a Senior High School in Parañaque
City.
The students’ concept mastery was measured using the Force Concept Inventory (FCI) Tool. A 1- tailed
independent t-test revealed a p-value of .000, which establishes that there is a significance difference in the
concept mastery between the CCPS and
CPSUS groups, in favor of the latter. Furthermore, the students’ computational thinking skills were meas-
ured using the Computational Thinking Levels Scale (CTLS) Tool. A 1-tailed independent t-test showed a p-
value of .018, which signifies a significant difference in the levels of computational thinking skills between
the two groups, in favor of the CPSUS group. Lastly, a post-dialogic analysis adopted from the 2015 PISA
Framework revealed a p-value of .001, which establishes that there is a significant difference in the collabo-
rative problem-solving processes of the two groups, in favor of the CPSUS group. Results from the FCI,
CTLS, and dialogic analysis all conclude that the utilization of digital simulations in a collaborative problem-
solving environment improves the learners conceptual, computational, and collaborative processes, as
compared to a traditional CPS set-up that does not utilize simulations.

Keywords: concept mastery; computational thinking; collaborative problem-solving; simulations

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Home Learning Experience Using Task-based Instruction (TBI) with Modular Robotics
Name a*,

a * Corresponding author’s email:

ABSTRACT

Science educators in the Philippines continuously find ways to make engaging learning environments for
students of the 21st century. One innovation that has been prevalent in schools is the use of robotics. This
engineering tool provides opportunities to develop students' understanding and further motivate learners to
take an interest in Science. It is therefore important to investigate its value as an educational tool.
The purpose of this study was to employ a pedagogy called Task-Based Instruction using Lego Mindstorms
EV3 as the robotics platform in learning scientific concepts among grade 11 students. Effects to achievement
were obtained before and after the integration using questionnaires.
This was a quasi-experimental research involving two classes of 23 students. Both classes were exposed to
the learning pedagogy, but only one class used robotics as a tool in their tasks. The life science unit was
comprised of 14 120-minute sessions and students worked in groups to build and code in the context of life
science following the structure of the tasks.
The results suggests that TBI as a learning pedagogy is effective in improving students’ science academic
achievement and using robotics as a tool in tasks further enhances students’ cognitive thinking.

Keywords: Task-Based, Lego, Robotics





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