Enhancing Elementary Pupils’ Conceptual Understanding on Matter through Sci-vestigative Pedagogical Strategy (SPS)

Year 2019, Volume: 6 Issue: 2, 206 - 220, 01.12.2019

Danilo Jr. Rogayan , Genalin Macanas

https://doi.org/10.17275/per.19.22.6.2

Cited By: 2

Abstract

Teaching
Science in a digital society where 21st century skills are being harnessed is a
perennial challenge. This is for the reason that teachers, specifically in the
elementary level, are relentlessly modifying and innovating teaching strategies
to improve science education. This action research study sought to explore the
effects of Sci-vestigative Pedagogical Strategy (SPS) on the conceptual
understanding on Matter of Grade 6 Science pupils. The study involved 29 pupils
in the control group and 30 pupils in the experimental group in a public
elementary school in the Division of Zambales for the School Year
2018-2019.  Pre-test and post-test were
administered before and after the application of the intervention to measure
its effects on the conceptual understanding on matter of the pupils. The study
found out that there was a significant difference in the conceptual
understanding of the pupils in the experimental and control group. However, the
use of SPS yielded a higher gain score compared to the gain score in the use of
traditional method of instruction (TMI). The pupils’ written works and
performance tasks scores have also improved with the use of the SPS.  The study recommends that Science teachers
may use SPS to improve pupils’ conceptual understanding including their
concepts and content knowledge; depth within topics; and transfer and
connections and to develop their higher order thinking and inquiry skills.
School administrators may consider conducting training and workshops for
Science teachers to reacquaint them of the basic rudiments of the Sci-vestigative
Pedagogical Strategy which is based on inquiry-based learning. Students may be
given varied roles in the agham
(science) inquiry tasks so that they can better work as a group. A parallel
study may be conducted by other teacher-researchers to validate the effects of
the intervention in enhancing pupils’ conceptual understanding in other topics.

Keywords

action research, inquiry-based learning strategy, science teaching, Sci-vestigative Pedagogical Strategy (SPS)

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