Designing Departmental Guidelines for Making Science Investigatory Project (SIP)

Rommel  P. Hilloma,; Cherry  A. Villanueva,; Carolyn  M. Villanueva,

Designing Departmental Guidelines for Making Science Investigatory Project (SIP)

Rommel P. Hilloma | Cherry A. Villanueva | Carolyn M. Villanueva

Discipline: Education

Abstract:

A Scientific Investigatory Project (SIP) is a scientific research project that is considered an authentic task and is one of the manifestations of scientific literacy. The core purpose of SIP is to make the students interested and inquisitive about science, to come up with a good topic, and to produce a quality output. However, teaching SIP may be challenging to some degree if teachers lack clear and complete materials and instruction in making SIP. Learning materials are essential and instrumental in the process of making SIP, as they aid in the development of basic research skills in young investigators. As the teachers implement SIP instruction, they should provide sufficient and effective materials to support and guide students in the planning, investigation, development, and evaluation phases of SIP instruction. With this, the study sought to design more defined and comprehensive guidelines for making SIP, which would serve as a departmental reference or format for the Basic Education Department employed in Science teaching. The study employed a quantitative descriptive research design. The t-test was used to determine whether there is a significant difference between the means of two independent groups. In this study, the two independent groups are the existing SIP material and the newly designed SIP Guidelines. The purposive sampling technique was utilized; a total of 57 teachers from the MSEUF – Basic Education Department affiliates assessed and validated the effectiveness of the designed SIP guidelines. Based on the findings of the study, it is recommended that the designed SIP Guidelines be utilized to measure their effectiveness. Additionally, it is recommended to evaluate further and make necessary revisions to ensure that it is relevant and effective in meeting the department’s needs and goals.

References:

Abarro, V. (2016). Development and validation of a computer-aided instructional material in selected topics in Elementary Algebra. http://www.ijsrp.org/research-paper-0616/ijsrp-p5412.pdf
Alshammari, M. K. (2015). The effect of the conceptual maps strategy in teaching the foundations curriculum on the achievement of students. http://www.eajournals.org/wp-content/uploads/The-Effect-of-Conceptual-Maps-Strategy-in-Teaching-Foundations-Curriculum-on-the-Achievement-of-Students-of-Afif-Education-College-in-Saudi-Arabia.pdf
Colinares, N. E. (2010). 21^st-century trends, issues, and challenges in the Philippine education. National Bookstore.
Ballado, R., & Espinar, M. J. (2014). Content validity and acceptability of a developed worktext in Basic Mathematics 2.http://uruae.org/siteadmin/upload/5970UH0516142.pdf
Bodzin, A., & Beerer, K. (2003). Promoting inquiry-based science instruction: The validation of the Science Teacher Inquiry Rubric (STIR). Journal of Elementary Science Education, 15(2), 39-49.
Bybee, R. W., Buchwald, C. E., Crissman, S., Heil, D. R., Kuerbis, P. J., Matsumoto, C., & McInerney, J. D. (1990). Science and technology education for the middle years: Frameworks for curriculum and instruction. National Center for Improving Science Instruction.
Dela Cruz, J. P. C. (2014). Experiencing Science in a 21^st-century middle school classroom. Atlantic Press.
Demirbas, M., & Tanriverdi, G. (n.d.). The level of science process skills of science students in Turkey. New Perspectives in Science Education.
Dunsker, E. (2005). Development and validation of a systematically designed unit for online information literacy and its effect on student performance for internet search training.
Department of Education, Philippines. (2013). K to 12 Science Curriculum Guide, s.l.
Department of Education. (2005). Department of Education Memorandum No. 117, s. 2005, titled Training Workshop on Strategic Interventions for Successful Learning. https://bit.ly/2YVA6DW
Department of Education. (2009). Department of Education Memorandum No. 225, s. 2009. 7^th National Science Quest for Elementary and Secondary Levels. DepEd Order No. 73, 2012. Guidelines on the Assessment and Rating of Learning Outcomes under the K to 12 Basic Education Curriculum.
Emmanuel, O. (2013). Effects of concept mapping strategy on students’ achievement in difficult chemistry concepts. http://www.interesjournals.org/ER
Erasmus, C. J. (2013). Concept mapping as a strategy to enhance learning and engage students in the classroom. Journal of Family and Consumer Sciences Education. http://www.natefacs.org/JFCSE/v31no1/v31no1Erasmus.pdf
Fensham, P. (2006). Student interest in science: The problem, possible solutions, and constraints. In Conference Proceedings for ACER Research Conference 2006. http://www.acer.edu.au/research_conferences/2006.html.
Garginlo, R. M., & Metcalf, D. (2010). Teaching in today’s inclusive classrooms. Cengage Learning.
Goergen, S. (2015). Module development: Education modules for appropriate imaging referrals. http://www.ranzcr.edu.au/quality-a-safety/program/keyprojects/education-modules-forappropriate-imaging-referrals
Guido, R. M. (2014). Evaluation of a modular teaching approach in materials science and engineering. http://pubs.sciepub.com/education/2/11/20
Gustiani, I. et al. (2017). Development and validation of science, technology, engineering, and mathematics (STEM) based instructional material. http://dx.doi.org/10.1063/1.4983969
Myers, E. (2006). A personal study of science process skills in a general physics classroom. https://www.researchgate.net/publication/33945748_A_personal_study_of_science_process_skills_in_a_general_physics_classroom.
Naval, D. J. (2014). Development and validation of tenth-grade physics modules based on selected least mastered competencies. http://www.ijern.com/journal/2014/December-2014/14.pdf
Novak, J. D., & Canas, A. J. (2007). The theory underlying concept maps and how to construct them. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.html
NRC. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academy Press.
Okorie, E. (2014). Development and validation of a teacher-made instructional software package for teaching chemical bonding in secondary schools. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.841.7559&rep=rep1&type=pdf
Peterson, M., & Hittie, M. (2010). Inclusive teaching: The journey towards effective schools for all learners. Pearson.
Ruiz-Primo, M., & Furtak, E. (2006). Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning. Educational Assessment, 11(3 & 4), 205-235.
Schunk, D. H. (2012). Learning theories: An educational perspective (6^th ed.). Pearson-Prentice.
Schwab, J. J. (1962). The teaching of science as enquiry. In J. J. Schwab & P. F. Brandwein (Eds.), The teaching of science (pp. 2–6, 65–73). Harvard University Press.
SEI-DOST & UP NISMED. (2011). Science framework for Philippine Basic Education. https://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasic.pdf
Serafica, J. et al. (2018). Science, technology, and society. Rex Printing Company, Inc.
Singapore Curriculum Planning & Development Division. (2007). Science Syllabus Primary 2008. http://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2008.pdf
The University of York. (2007). Twenty-first-century Science. http://21stcenturyscience.org/the-courses/core-science-science-forliteracy,907,NA.html
Tobias, J. (2015). Enhancing students’ performance in research through the use of a science investigatory project: An action research. http://www.termpaperwarehouse.com/essay-on/Science-Investigatory-Project /1 83670[Accessed 21 July 2015].Policy, 24(1).