Comparative Effects of Innovative and Traditional Strategies in Teaching Physics on the Achievement AND Attitude of Bachelors of Science in Secondary Education
Freshmen, Naval Institute of Technology,
Naval, Biliran: Basis for Instructional
MINERVA E. SAÑOSA. Ed.D.
Associate Professor III
NSU-Main campus, Naval, Biliran
The propagation of a culture of excellence in Science and Technology is One of the pre-requisites to a newly industrialized country like the Philippines. Science education and Physics in particular is geared, to be one of the catalyzing force to lead the country toward Science and Technology advancement.1
In science teaching, particularly in Physics, steps have been taken to make it relevant to the concerns of the individual and to modern society. Teaching programmes are being developed which present Physics principles in contexts which are in themselves seen to be of practical use. The orientation is toward providing liberal education so that young people see the relevance of Physics for their own live, 2
The growing complexity in running the educational system at a time when our country is moving to the next, millennium demands foremost concern and dedication. There is a need to explore alternatives, particularly in the attainment of quality education through the teacher.
The teacher is one key factor that makes or breaks the school. The campus and its buildings, equipment, technology, organization, management, these certainly are big factors for school excellence, but no matter how good these are, they can never make up for poor mediocre teachers.3
In a developing country where science education receives a little support, the most important resource in the Physics classroom is the Physics teacher. A highly motivated and adequately trained teacher can rise above the constraining circumstances of paucity of material resources and government apathy. There is a need to produce self-motivating Physics teacher who will continually seek solutions to problems facing them in the classroom, who will initiate changes to improve their teaching and who will initiate not wait for government or external funding to implement such changes.4
Some studies revealed that overcrowding of classrooms, inadequate learning materials, limited participation time for the students and low student interest were among the prevailing problems preventing the use of effective instructional strategies.
Along this line, teachers were relying on the traditional teacher-centered approach. This approach involves the teacher occupying the center stage almost all the talking, while the students listen.
Emphasis is given on the need for teachers to develop new skills and knowledge to enhance the quality of learning and teaching process. To motivate the students to learn, teachers must introduce new methods in classroom practice. 5
To date, there is an increasing concern among science educators on the use of appropriate strategy in teaching a particular group of students to enhance learning. A variety of strategies are explored toward this end.
Face with this problem, the researcher tries to find some means of helping students achieve better. One of the ways identified is the use of an innovative teaching strategy that is believed to increase the chance of high performance and favorable attitude of students toward Physics.
Learning Cycle Model
Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. Many authors have described the learning process as a cycle or wheel. Learning cycle has been use in science curriculum as an instructional model that correlates highly to the way scientists work and the way we learn.6
Learning cycle originates from experiential theory of John Dewey, Learning and Cognitive Development Theory of Jean Piaget, and the Karplus Learning Cycle Model....
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Achievment” (Doctoral Dissertation, Georgia State Univeristy) DAI Vol. 49,
1450 – A 1988.
Austin, L.B. “Individual Differences in Knowledge Representation and Problem Solving
Performances in Physics”. DAI, Vol 55, 1993
Bransford, J.D. et al “ Perspective On Cognitive Research and Its Impications for
Instruction”. Assocaiton for Curriculum and Supervision and Curriculum
Development Yearbook, 1989, p. 173 – 205.
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