Constructively Aligned Teaching Sequence (CATS): A Tool For Teaching Organismal Biology In STEM Senior High School Education
| Autor: | Joyce M. Magtolis, Antonio E. Batomalaque |
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| Rok vydání: | 2019 |
| Předmět: | |
| Zdroj: | Journal of Physics: Conference Series. 1254:012044 |
| ISSN: | 1742-6596 1742-6588 |
| DOI: | 10.1088/1742-6596/1254/1/012044 |
| Popis: | This paper presents the developed and evaluated innovation, the Constructively Aligned Teaching Sequence (CATS). This teaching sequence is a K to 12 compliant that may be used in teaching the topic on human organ systems to Senior High School students. The CATS’ prototype was constructed and tested in authentic school context. The development was done using the design principles embodied in the model of educational reconstruction proposed by Duit et.al. (2005). The evaluation was conducted by looking into the students learning outcomes and teachers’ evaluation. The research instruments included students’ pre-assessment/post-assessment drawing, pretest/posttest, questionnaire, and recorded unstructured interviews. Quantitative and qualitative data corroborates that use of CATS contributed to the attainment of the students’ learning outcomes. In conclusion, future prototypes may be developed to address more strongly students’ alternative conceptions through the applied design principles or add new design principles. Findings showed that CATS may be redesigned to further strengthen the correct conceptions, enhance limited conceptions and remediate conceptions in conflict with the accepted biological concepts. Furthermore, this study provides an avenue for further research on its improvement such as construction, usage, handling, and storage of the student outputs. |
| Databáze: | OpenAIRE |
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