Abstract
The education system has recently been shattered by an unprecedented health crisis, which has affected its very foundation and caused it to collapse. Likewise, education is the only industry that has completely transitioned to an online modality in most countries, and it is the only one that has done so thoroughly. The current condition necessitates further investigation into students’ online learning experiences, which may be the most beneficial alternative for continuing education experiences throughout the COVID-19 pandemic. This study sought to determine the effectiveness of two online integrative teaching strategies (focusing inquiry teaching strategy and the thematic teaching strategy) on students’ integrated science process skills (interpreting data, defining, hypothesizing and experimenting skills). An experimental research design included two integrative sections, containing thirty (30) students each, taking up Earth and Life Science subjects from Santisimo Rosario Integrated High School. The first section was exposed to the thematic teaching strategy while the second to the focusing inquiry teaching strategy. The integrated science process skills of the learners were measured through a validated researcher-made assessment tool. The findings revealed that there had been an improvement in the integrated science process skills of the students after being exposed to OITS. Likewise, significant differences exist in the respondents’ pretest and post-test scores exposed to OITS (focusing inquiry teaching strategy and thematic teaching strategy). Furthermore, ISPS among the two groups show no significant differences in the post-test scores. The findings of this study may aid in the development of a modified programs that is more appropriate for students who are adjusting to the new normal.
Keywords: integrative teaching strategies, integrated science process skills, online learning, focusing inquiry teaching strategy, thematic teaching strategy
References
Aliazas, J.C., Panoy, J.D., Del Rosario, A.P. & Madrideo, J.V. (2021). Critical Success Factors of the Flexible Learning Delivery as Organizational Innovation of One State University in the Philippines. International Journal of Educational Management and Development Studies, Volume 2, Issue 3, pp. 61 – 77. https://doi.org/10.53378/348736
Arinto, P. (2016). Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines. International Review of Research in Open and Distributed Learning, 17(2), 162–180. https://doi.org/10.19173/irrodl.v17i2.1913
Baharon, M., Atan, N., Rosli, M., Yusof, S., & Abd Hamid, M., (2020). Integration of Science Learning Apps based on Inquiry-Based Science Education (IBSE) enhances Students Process Skills (SPS). International Association of Online Engineering.https://www.learntechlib.org/p/217832
Beaumont, Y.W, & Soyibo, K. (2010). An Analysis of Highschool Students’ Performance on Five Integrated Science Process Skills. Research in Science & Technological Education, Volume 19, 2001- Issue 2. https://doi.org/10.1080/02635140120087687
Desyandri D., Muhammadi M., Mansurdin M., & Fahmi R. (2019). Development of integrated thematic teaching material used discovery learning model in grade V elementary school. Jurnal Konseling dan Pendidikan is Nationally Accredited in SINTA 2 (Ministry of RTHE): 23/E/KPT/2019 No.5, https://doi.org/10.29210/129400
Dostál, J., & Gregar, J. (2015). Inquiry-based instruction: Concept, essence, importance and contribution (p. 31). Olomouc: Univerzita Palackého v Olomouci.
Fatmawati, B., & Rustaman, N.Y., (2020). The Study of Inquiry Ability in the Photosynthesis Concept. Indonesian Journal of Science Education Volume 9, No.4 2020. https://doi.org/10.15294/jpii.v9i4.23989
Fitriana, N., Wardani, K., Sunardi, S. & Suharno, S. (2020). Context-Based Thematic Teaching Materials to Improve Elementary Students’ Learning Achievements. Indonesian of Educational Journal. https://dx.doi.org/10.23887/jpi-undiksha.v9i2.22822
Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development using ICT, 9(1), 112-125. Open Campus, The University of the West Indies, West Indies. https://www.learntechlib.org/p/111900/.
Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences?. Educational Action Research, 27(4), 511-526.
Haug, B. S., & Ødegaard, M. (2014). From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting. Research in Science Education, 44(5), 777–800. doi:10.1007/s11165-014-9402-5
Huong, H. T. L., Huy, N. H. D., & Ha, N. N. (2018). The Flipped classroom: Using thematic teaching to develop critical thinking for high school students. American Journal of Educational Research, 6(6), 828-835.
Lati, W., Saksri, S & Promarak, V. (2012). Enhancement of Learning Achievement and Integrated Science Process Skills using Science Inquiry Learning Activities of Chemical Reaction Rates. Procedia-Social and Behavioral Science, Volume 46, 2012 Pages 4471-4475. https://doi.org/10.1016/j.sbspro.2012.06.279
McCarty, C.B., (2005). Effects of Thematic-based, Hands-on Science Teaching Versus a Textbook Approach for Students with Disabilities. Journal of Research in Science Teaching/ Volume 42, Issue 3. https://doi.org/10.1002/tea.20057
Michelazzo, M. B., Pastorino, R., Mazzucco, W., & Boccia, S. (2015). Distance learning training in genetics and genomics testing for Italian health professionals: results of a pre and post-test evaluation. Epidemiology, Biostatistics and Public Health, 12(3).
National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
Ortiz, A.M.L. & Aliazas, J.V.C. (2021). Multimodal Representations Strategies in Teaching Science Towards Enhancing Scientific Inquiry Skills Among Grade 4. IOER International Multidisciplinary Research Journal. Volume 3 Issue 3, pp. 107-118. https://doi.org/10.5281/zenodo.5528447
Panoy, J. F. (2017). Perceived Relevance of Science and Scientific Literacy among Pre-Service Teachers. In Ascendens Asia Journal of Multidisciplinary Research Conference Proceedings (Vol. 1, No. 3).
Resor, C. W. (2017). Exploring Vacation and Etiquette Themes in Social Studies: Primary Source Inquiry for Middle and High School. Rowman & Littlefield.
Richards, B. A., & Frankland, P. W. (2017). The persistence and transience of memory. Neuron, 94(6), 1071-1084.
Saat, R.H., (2010). The Acquisition of Integrated Science Process Skills in Web-based Learning Environment. Research in Science & Technological Education, Volume 22, 2004-Issue 1 Pages 23-40. https://doi.org/10.1080/0263514042000187520
Shahali, E.H.M, & Halim, L. (2011). Developmental and Validation of a Test of Integrated Science Process Skills. Procedia-Social and Behavioral Sciences, Volume 9, 2010, Pages 142-146. https://doi.org/10.1016/j.sbspro.2010.12.127
Utami, H.H, & Mustadi, A., (2019), The Students Process Skills in Integrative Thematic Learning with Scientific Approach. Advances in Social Science, Education and Humanities Research, Volume 326. https://doi.org/10.2991/iccie-18.2019.40
Vanoostveen, R., Desjardins, F., & Bullock, S. (2019). Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning. Education and information technologies, 24(2), 1863-1900.
