A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
D. Abenes, Faith Micah
- Technological Knowledge and Technological Pedagogical Knowledge of Science Teachers: Basis for Faculty Development
Authors
1 Rizal Technological University, Mandaluyong City, PH
2 De La Salle-College of Saint Benilde Manila, PH
Source
Data Mining and Knowledge Engineering, Vol 12, No 3 (2020), Pagination: 41-47Abstract
Technology is a big part of our daily lives. Many of our daily tasks require the use of technology to make our lives efficient and productive, but the world becomes dependent on it. The world is evolving as a technological society where all information is readily available to the extent that all you need is just one click away, from communication, entertainment, production, infrastructure, security, marketing, innovation, and even education. The technology was introduced by children at an early stage, from learning the alphabet using the cellphone through learning how to talk can be made accessible through technology. There are various researches prove that integrating technology increases student achievements tremendously. Thus, the use of technology in teaching the students these days become a priority in public schools. However, there are researches stated that teachers have an inadequacy in Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK). Therefore, this research aims to assess the Public School Highschool Science Teachers' Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) and their willingness to attend a seminar for improvement of their Technological Knowledge (TK) and Technological-Pedagogical Knowledge (TPK). The mixed-method approach used for the study. The qualitative data collected through online google form with an 84.6% retrieval rate from the chosen respondents. The quantitative data collected with the Online TPACK Competencies Survey adopted by Dr. Rebusquillo and qualitative data were collected through Open-Ended Surveys and focus group discussion. A total of 121 Science Teachers comprise the sample chosen randomly. The results of the study show that the level of Technological Knowledge (TK) and Technological-Pedagogical Knowledge (TPK) revealed that the Science Teachers are not confident when it comes to Technological-Pedagogical Knowledge (TPK) and are fairly confident in Technological Knowledge (TK). Otherwise, the Science Teachers have a high willingness to attend a seminar to improve their Technological Knowledge (TK) and Technological-Pedagogical Knowledge (TPK). The study revealed that the problems encountered by most of the Science Teachers are lack of ability to identify learning strategies in technology-based instruction to meet the objectives based on the students' needs.
Keywords
Faculty Development, Science Teachers, Technological Knowledge, Technological-Pedagogical Knowledge
- Misconceptions in Chemistry of High School Teachers and its Origin
Authors
1 Rizal Technological University, Mandaluyong City, PH
2 De La Salle-College of Saint Benilde Manila, PH
Source
Data Mining and Knowledge Engineering, Vol 12, No 3 (2020), Pagination: 48-54Abstract
Misconceptions are the barriers in the learning of the students. Concepts can be identified in two kinds, namely abstract and concrete ones. Concrete ideas can provide students with direct experience on it while it is difficult for students to perceive abstract ideas due to indirect practices towards it. Teachers take part in a crucial part in the understanding of the students. Therefore, teachers must be mindful of the misconceptions and potential practice to work out the misconceptions. This research aims to identify the misconceptions of science teachers in Chemistry. The study was conducted with 54 science teachers in one of the cities in Metro Manila, Philippines. The mixed-method approach was chosen for the study wherein quantitative data was collected through online google form with 92% retrieval rate from the chosen respondents. A multiple-choice identification test consisting of questions from Earth Science, Chemistry, Physics and Biology adopted from the research of Biilent and Esra study. The 25 items each survey was pilot tested with the 35 science teachers in public schools in Pasig City, Philippines. The Cronbach Alpha coefficient was found to be .971 to test the coefficient of reliability or consistency of the questions in the survey while the qualitative data was collected from the focus group discussion. This research reveals that there are 19 misconceptions out of 25 questions identified in Chemistry. Furthermore, research shows that the number one source of the misconceptions of Science Teachers is the Electronic Media, followed by Textbooks, then the teachers and other sources of misconceptions are peers, parents and colleagues. The researcher suggested that there should be a series of seminars to correct the misconceptions of teachers, there should be a list of credible websites for the teachers’ reference and to provide rigorous seminars for the Secondary School Science Teachers.Keywords
Chemistry, Content-Knowledge, Faculty Development, Misconceptions, Science Teachers- Online Child-Friendly Survey: An Evaluation of RTU-SHS Students
Authors
1 Master of Arts in Science Education in Rizal Technological University, PH
2 Philippine Normal University, PH
Source
Data Mining and Knowledge Engineering, Vol 11, No 5 (2019), Pagination: 85-92Abstract
The education in the Philippines is declining even if it is the top most priority of the government. As education has many demands, necessary arrangements are required in different sectors are required to uplift its quality. School infrastructure, facilities, physical arrangements, instructional materials, school staffs, utility workers, health and security, teachers, school administrators and even the community plays a vital role towards the development of every child. The idea of ‘child-friendly school survey’ which was initiated and established by the UNICEF’s studies, was developed evaluation tool and includes all the variables stated above which the Department of Education adopted to evaluate the educational system of each school in the Philippines. This study tries to identify to what extent the students of Rizal Technological University, Boni Campus perceive their school as child-friendly. The mixed method approach was chosen for the study. The qualitative data was collected with ‘Online Child Friendly School Survey’ adopted from DepEd Order No. 44, s. 2015 entitled Guidelines on the Enhanced School Improvement Planning (SIP). A total of 125 students comprise the sample that is chosen randomly. The qualitative data were obtained from the comments and suggestions of the students regarding each parameter. Results revealed that the students evaluated the school as under moderately child-friendly school. The students evaluated that the school should prioritized the improvement of enrollment and competition among students while the students evaluated that the least priority among the entire dimension is the student’s achievement and success. It is recommended that the school should adopt the activities of Department Education like Early Registration Program, Oplan Kalusugan (OK) sa DepEd, School-Based Feeding Program (SBFP), National Drug Education Program, Adolescent Reproductive Health Education and Water, Sanitation, and Hygiene.