| This study assessed the status of the existing course plan in Chem 101- General Inorganic Chemistry using interview and three sets of survey questionnaires, one for the students and the other two for all science teachers and department head . The said course plan was looked into in terms of feasibility of integration of research activities in the laboratory phase.
Using Slovins’ formula, three hundred Chemistry students and nineteen science teachers were sampled from the different colleges of the University of Batangas and used as respondents. Results showed that the contents of the existing course plan explain the basic concepts of Inorganic Chemistry, the topics are properly sequenced, the time allotment for lecture phase is enough to finish the course, but the time allotment for laboratory phase is too long.
Science teachers involved in the study conform that research integration leads to quality teaching and that research skills generate new knowledge. They fall short on field exercises, team teaching, collaboration, selecting research activities, planning and time management, knowledge of research design and strategies, and interpretation of qualitative and quantitative data for which reason they identified some professional development initiatives that they need.
The output of this study is a modified course plan for Chem 101-General Inorganic Chemistry where research integration is proposed as a form of experiential learning of students brought forth by what was taken up in the lecture phase. |
Birion, Juan C. et al. 2005. Thesis and dissertation writing without anguish. Valenzuela City: __________.
Cohen, D.K., Hill, H.C. 1998. Instructional policy and classroom performance: the mathematics reform in California. Philadelphia: Consortium for Policy Research in Education.
Corcoran, T. B. 1995 June. Helping teachers teach well: transforming professional development (Policy Brief No. RB-16). New Brunswick, NJ: Rutgers, The State University of New Jersey.
Doyle, Michael. 2001. Academic excellence: the role of research in the physical sciences at undergraduate institutions. Research Corp.
Goodland, J. 1994. Educational renewal: better teachers, better schools. San Francisco:Jossey-Bass.
Hewson, Peter. 1996. Principles of effective professional development for mathematics and science education: a synthesis of standards.
Huba, Mary E. and Jann E. Freed. 2000. Learner-centered assessment on college campuses: shifting the focus from teaching to learning. Allyn and Bacon.
Loucks-Horsley, S., Harding, C.K., Arbuckle, M. A., Murray, L. B., Dubea C., and M. K. Williams. 1997. Continuing to learn: a guidebook for teacher development. Andover, MA: The Regional Laboratory for Educational Improvement of the Northeast and Islands.
Macbeath, John.2001. Fostering a research culture in schools.
Marczyk, G. et al. 2005. Essentials of research design and methodology. New Jersey: John Wiley and Son’s Publishing House.
Oliva, Peter F. 2001. Developing the curriculum. USA: Maple- Vail Book Manufacturing Group.
Ornstein, Allan C. and Francis P. Hunkins. 1998. Curriculum: foundations, principles and issues. USA.
Phys , Am J. 2004. Research integration.
__________. 2001. The importance of undergraduate research. Research Corp.
Rogers, C. 2001. Freedom to Learn. Columbus, Ohio: Merrill.
Salandanan, Gloria. The teaching of science.
Sparks, D., and Hirsh, S. 2008. A national plan for improving professional development.
Talber, Keith S. 2002. Chemistry lessons for universities: a review of constructivist ideas.
Association of American Colleges and Universities. 2002. Greater expectations: a new vision for learning as a nation goes to college. Washington, DC: Association of American Colleges and Universities.
Association of American Colleges and Universities. 2007. College learning for the new global century. Washington, DC: Association of American Colleges and Universities.
Chang, Mitchell J. 2002. Scholar-teachers and student learning science education. University of California, Los Angeles.
Committee on Scientific Principles for Education Research. 2002. Scientific research in education. Richard J. Shavelson and Lisa Towne (Editors), National Research Council, National Academies Press.
Escalada, L. T., Baptiste, H. P., Rebello, N.S., and Zollman, D. A. 2002. Physics for all: how technology can contribute to the success of students of diversity in the physics classroom. The Science Teacher.
Kuh, George D. 2007. Post secondary research. science education research. Indiana University Bloomington.
National Science Education Standards. 2007. Standards for professional development for teachers.
School of Continuing Education. 2007. Staff development home.
Times Educational Supplement. 2001. Fostering a research culture in schools.
Laboratory Research and Independent. Human biology. http://www.virginia.eduhumanbiology
SCRE Center Research Education. Fostering a research culture in schools. http://www.scre.ac.uk
_______________. Teachers and future teachers in research laboratories. http://quarknet.fnal.gov/
_______________. Science education research. http://www.science.purdue.edu
Aquino-Danganan, Ausie. 2001. Development and validation of a module in developing computational skills in College Algebra. Tarlac State University.
Manney, T., and Manney M., 1993. Using yeast genetics to generate research environment. Genetics.
Ramey-Gassert, L., M.G. Shroyer , and J. Staver. 1996. A qualitative study of factors influencing science teaching self-efficicacy of elementary teachers. Science Education,
Riggs, I.M. and L.G. Enochs, 1990. Towards the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education.
Shroyer M. G., E. Wright, and L., Ramey-Gassert. 2006. An innovative model for collaborative reform in elementary school science teaching. Journal of Science Teacher Education. |