Case and project-based learning lessons in enhancing science process skills
Khia D. Del Rosario & Elisa N. Chua
Abstract
The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.
Keywords
basic science process skills, case-based learning, integrated science process skills, project-based learning
Author information & Contribution
Khia D. Del Rosario. Corresponding author. Masters of Arts in Education- Science and Technology, Teacher 1, San Juan National High School- Department of Education. Corresponding email: khia.delrosario@deped.gov.ph
Elisa N. Chua. Doctor of Philosophy, Associate Professor, Laguna State Polytechnic University-San Pablo City Campus, Philippines. Email address: elisa.chua@lspu.edu.ph
Disclosure statement
Funding
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
References
Ambag, R. (2018, August 3). Teaching Science in The Philippines: Why (And How) We Can Do Better. FlipScience – Top Philippine Science News and Features for the Inquisitive Filipino. https://tinyurl.com/yrj59pwj
Aka, E., Güven Y. & Aydoğdu, M. (2010). Effect of Problem Solving Method on Science Process Skills and Academic Achievement. Journal of Turkish Science Education. 7.
Ark, T. (2018). Introducing a Framework for High Quality Project Based Learning. Getting Smart. https://tinyurl.com/4dxjmudz
Beghetto, R. A. (2021). Creative Learning in Education. The Palgrave Handbook of Positive Education, 473–491. https://doi.org/10.1007/978-3-030-64537-3_19
Charlesworth, R., & Lind, K. K. (2010). Math & Science for Young Children (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Charm, N. (2019, December 5). PISA 2018 results. BusinessWorld. Business World. https://www.bworldonline.com/pisa-2018-results/
Darmaji, D., Kurniawan, D. A., Parasdila, H., & Irdianti.(2018). “Deskripsi Keterampilan Proses Sains Mahasiswa pada Materi Termodinamika”. Berkala Ilmiah PendidikanFisika, Vol. 6, No. 3, pp.345–353. https://doi.org/10.20527/BIPF.V6I3.5290
Derilo, R. (2019). Basic And Integrated Science Process Skills Acquisition and Science Achievement of Seventh-Grade Learners. 6. 281-294. 10.5281/zenodo.2652545.
Ediyanto, E., Atika, I., Hayashida, M., & Kawai, N. (2018). A Literature Study of Science Process Skill toward Deaf and Hard of Hearing Students. Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). https://doi.org/10.2991/icomse-17.2018.23
Ellet, W. (2015). The Case Study Handbook: A Student’s Guide. Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis. University of Potsdam; Writing a Case Analysis. Writing Center, Baruch College; Volpe, Guglielmo. “Case Teaching in Economics: History, Practice and Evidence.” Cogent Economics and Finance 3 (December 2015). https://doi.org/10.1080/23322039.2015.1120977.
Ergül, N. R., & Kargın, E. K. (2014). The Effect of Project based Learning on Students’ Science Success. Procedia – Social and Behavioral Sciences, 136, 537–541. https://doi.org/10.1016/j.sbspro.2014.05.371
Fiegel, G. L. (2013). Incorporating learning outcomes into an introductory geotechnical engineering course. European Journal of Engineering Education, 38(3), 238–253.
Gagne, R. (1987). Instructional Technology Foundations. Lawrence Erlbaum Assoc.
Gil, A. J., & Mataveli, M. (2018). Project Management and Learning: The Learning Project. Human Capital and Competences in Project Management. Intechopen. https://doi.org/10.5772/intechopen.72051
Hamilton, J., & Klebba, J. (2011). Experiential Learning: A Course Design Process For Critical Thinking. American Journal of Business Education (AJBE), 4(12), 1–12. Al-Jabar: Jurnal Pendidikan Matematika Volume 12. https://doi.org/10.19030/ajbe.v4i12.6608
Harlen, W.& Qualter, A. (2004). The Teaching of Science in Primary London: David Fulton Publishers.
Harman, T., Bertrand, B., Greer, A., Pettus, A., Jennings, J., Wall-Bassett, E., & Babatunde, O. T. (2015). Case-based learning facilitates critical thinking in undergraduate nutrition education: Students describe the Big Picture. Journal of the Academy of Nutrition and Dietetics, 115(3), 378–388. http://doi.org/10.1016/j.jand.2014.09.003
Harsma, E., Manderfeld, M., & Miller, C. L. (2021). Problem-based Learning and Case-based Learning. Mlpp.pressbooks.pub. https://mlpp.pressbooks.pub/mavlearn/chapter/teaching-strategies-problem-based-learning-and-case-based-learning/
Hirca, N. (2015). Developing a Constructivist Proposal for Primary Teachers to Teach Science Process Skills: “Extended” Simple Science Experiments (ESSE). Asia-Pacific Forum on Science Learning and Teaching, 16(1): 345-450.
Holbrook, Ј. (2014). A context-based approach to science teaching. Journal of Baltic Science Education, 13(2), 1648-3898.
Ismail, Z. H., & Jusoh, I. (2001). Relationship Between Science Process Skills and Logical Thinking Abilities of Malaysian Students. Journal of Science and Mathematics Education in S.E. Asia, XXIV(2), 67–77.
Jaiswal, A., Karabiyik, T., Thomas, P., & Magana, A. J. (2021). Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments. Education Sciences, 11(9), 520. https://doi.org/10.3390/educsci11090520
Lau, P.; Kwong, T.; Chong, K.; Wong, E (2013). Developing students’ teamwork skills in a cooperative learning project. Int. J. Lesson Learn. Stud., 3, 80–99, d
Liegel, K. M. (2004, October 26). Project-Based Learning and The Future Of Project Management. Paper presented at PMI® Global Congress 2004—North America, Anaheim, CA. Newtown Square, PA: Project Management Institute.
Llego, M. A. (2020, June 30). DepEd Self-Learning Modules (SLM) for School Year 2020-2021. TeacherPH. https://www.teacherph.com/deped-self-learning-modules/
Love, C. (2011, August 8). Technology Integration and Project Based Learning. TechnoKids Blog. https://technokidsblog.azurewebsites.net/teaching-strategies/project-based-learning/
Maison, Dr., Darmaji, Dr., Aatalini, Dr., Kurniawan, D. A., Haryanto, Dr., Kurniawan, W., Suryani, A., Lumbantoruan, A., & Dewi, U. P. (2020). Science Process Skill in Science Program Higher Education. Universal Journal of Educational Research, 8(2), 652–661. https://doi.org/10.13189/ujer.2020.080238
MINNESOTA. (2013). Learning and Innovation Skills | Authentic Learning@UMN. Authenticlearning.umn.edu. https://authenticlearning.umn.edu/21st-century-skills/21st-century-skills
Mirana, V. (2019). Attitude towards Science and Process Skills of Junior High School Students. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3389072
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills Through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2), 187-201.
Mutlu, M., & Temiz, B. K. (2013). Science Process Skills of Students Having Field Dependent and Field Independent Cognitive Styles. Educational Research Reviews, 8, 766-776.
Nkhoma, M., Lam, T., Richardson, J., Kam, K., & Lau, K. H. (2016). Developing case-based learning activities based on the revised Bloom’s Taxonomy. Proceedings of Informing Science & IT Education Conference (InSITE) 2016, 85-93. Retrieved from http://www.informingscience.org/Publications/3496
Nuraini, Umi & Nuris, Dudung & Nagari, Primasa. (2019). Developing Learning Process Scenario: Project-Based Learning in Economics for Senior High School. International Journal of Education, Psychology and Counseling. 33-43.
Okafor, N. (2021). Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning. Science Education International, 32(4), 323–330. https://doi.org/10.33828/sei.v32.i4.7
Orias, J., & Chua, E. (2021). Problem-Based Learning Method and The Learning Outcomes in Science 9. https://doi.org/10.5281/Zenodo.5171634
Özgelen, S. (2012). Students’ Science Process Skills within a Cognitive Domain Framework. EURASIA Journal of Mathematics, Science and Technology Education, 8(4). https://doi.org/10.12973/eurasia.2012.846a
Padilla, M. (2005). The science process skills. Research Matters-to the Science Teacher. No. 9004. Retrieved 2005 from https://www.narst.org/publications/research/skill.cfm,
Padilla, M. J., & Padilla, R. K. (2018). Thinking in Science: The Science Process Skills. In ERIC. https://eric.ed.gov/?id=ED277549
Professional Learning Board. (2022, July 31). What is Case-Based Learning? K12teacherstaffdevelopment.com.https://k12teacherstaffdevelopment.com/tlb/what-is-case-based-learning/
Quia, D., & Chua, E. (2022). Reflective and Pragmatic Learning Modes in Enhancing Grade 7 Students’ Engagement and Thinking Skills. International Journal of Research Publications, 106(1). https://doi.org/10.47119/ijrp1001061820223712
Renton Prep Christian School. (2019, August 19). Addressing Project-Based Learning and Problem-Based Learning in the Classroom. Renton Prep Christian School. https://rentonprep.org/project-based-learning/
Rogayan Jr, D. V. R., & Bautista, J. R. (2019). Filipino Students’ Preferred Motivational Strategies in Science: A Cross-Sectional Survey. Indonesian Research Journal in Education, 358-372, 358–372. https://doi.org/10.22437/irje.v3i2.6828
Schadt, S. (2021, January 27). Case Based Learning | Center for Excellence in Teaching and Learning. University of Connecticut. https://tinyurl.com/vn48ry2p
Sharma, G. (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), 749-752.
Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Context-Based Learning. Springer Texts in Education, 87–115. https://doi.org/10.1007/978-981-19-6734-4_5
Sulistri, E. (2019). Students’ Integrated Science Process Skills Through CLIS Model. JIPF (Jurnal Ilmu Pendidikan Fisika), 4(1), 39. https://doi.org/10.26737/jipf.v4i1.945
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2017). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481. https://doi.org/10.1007/s10734-017-0220-3
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia – Social and Behavioral Sciences, 59, 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253
Williams, B. (2005). Case based learning–a review of the literature: is there scope for this educational paradigm in prehospital education? Emergency Medicine Journal, 22(8), 577–581. https://doi.org/10.1136/emj.2004.022707
Wilson-McCain, C. (2021). What type of public products can students create during PBL? 50+ ideas.ImpactfulPBL. https://tinyurl.com/mtpab2w6
Zeidan, A. H., & Jayosi, M. R. (2014). Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World Journal of Education, 5(1). https://doi.org/10.5430/wje.v5n1p13
Cite this article:
Del Rosario, K.D. & Chua, E.N. (2023). Case and project-based learning lessons in enhancing science process skills. International Journal of Science, Technology, Engineering and Mathematics, 3 (3), 79-102. https://doi.org/10.53378/353006
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Related articles:
Most read articles
- Social media usage and the academic performance of Filipino junior high school students
- Exploring the factors influencing commuters’ satisfaction and the use of public utility buses in Quezon City, Philippines
- A narrative exploration of romantic experiences and ideal relationship standards among Filipino Gen Z
- Students’ exposure to social media and their radical involvement on the societal issues in the Philippines
- ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- Senior high school students’ awareness and literacy on computer software applications
- Self-perception of ABM students towards their academic, social and emotional college preparedness
- Enhancing financial literacy among Pantawid Pamilyang Pilipino Program beneficiaries
- Emotional intelligence and leadership efficacy of university student leaders