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Technology for Teaching and Learning Module 2 Lesson 1

Module 2 discusses the integration of active learning approaches in science education, emphasizing the interrelation of macro skills and the importance of student engagement. It outlines four active learning methods: Inquiry-Based Learning, Research-Based Learning, Problem-Based Learning, and Project-Based Learning, highlighting their relevance to the K to 12 curriculum. The document also details the nature and types of Inquiry-Based Learning, the teacher's role in facilitating it, and the benefits of Research-Based Learning.

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Eucharistine Simbajon
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2 views

Technology for Teaching and Learning Module 2 Lesson 1

Module 2 discusses the integration of active learning approaches in science education, emphasizing the interrelation of macro skills and the importance of student engagement. It outlines four active learning methods: Inquiry-Based Learning, Research-Based Learning, Problem-Based Learning, and Project-Based Learning, highlighting their relevance to the K to 12 curriculum. The document also details the nature and types of Inquiry-Based Learning, the teacher's role in facilitating it, and the benefits of Research-Based Learning.

Uploaded by

Eucharistine Simbajon
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 2

INTEGRATING ACTIVE LEARNING APPROACHES IN SCIENCE LEARNING

- Macro skills like Reading, writing, listening, speaking, and viewing are interrelated and
complement each other in communication.
- It is possible to target more than 2 or 3 macro skills in a single learning activity.
- Active learning involves student engagement in activities to generate new knowledge or
make meaning from existing knowledge.

Four Active Learning Approaches

 Inquiry-Based Learning (IBL) – Focuses on exploration and questioning.


 Research-Based Learning – Involves investigation and evidence-based conclusions.
 Problem-Based Learning – Centers on solving real-world problems.
 Project-Based Learning (PBL) – Emphasizes hands-on projects to deepen
understanding.

What is the relevance of Integrating Active Learning approaches in science Learning to the K to
12 curriculum?

 These approaches are designed to deepen and broaden content learning.

NOTE: Teachers must choose the appropriate approach based on learning goals and
desired competencies.

Lesson 1
INQUIRY-BASED LEARNING and RESEARCH-BASED LEARNING.

NATURE OF INQUIRY-BASED LEARNING

 Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
enumerable developments that we continue to enjoy in our society today. It continues to
usher the study of so many fields that enable various scientists and experts to provide
solutions to emerging issues affecting the society in general.
 Inquiry-based learning (IBL) as an approach essentially involves tasks requiring
learners' active participation in finding answers to curricular questions. The questions
can run from very specific simple questions to more complex questions in relation to the
curriculum.
 The process of inquiry starts from positing a question aligned to a content standard in
the K to 12 curriculum for English.

TYPES OF INQUIRY
1. Structured Inquiry- This lets the students follow the lead of teacher as the entire class
engages in one inquiry together.
2. Controlled Inquiry- The teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry- The teacher chooses topics or questions and students design the
product or solution.
4. Free Inquiry- Students are allowed to choose their own topics without any reference to
a prescribed outcome.

ROLE OF THE TEACHER

The success of IBL largely depends on the careful planning of the teacher in relation to
the curriculum. The science teacher needs to look into the learning competencies that can be
satisfied by a simple inquiry or more complex inquiry.

When designing an IBL, the teacher has to consider the following fields proposed by Avsee an
Kocijnicic (2016):

1. Prior knowledge and capacity


2. Context – Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

ROLE OF TECHNOLOGY

Technology – use of scientific knowledge to create tools, techniques, processes to solve


problems.

TYPES OF TECHNOLOGY TOOLS

LAPTOP – provide students or can access information. Can facilitate the writing process,
enable to shared files, to create a presentation. It allows the teacher to differentiate instruction.

CELLPHONE – can quickly get an information and explore topics in greater depth using online
encyclopedias. Can facilitate an easy communication between parents and teachers regarding
the student progress or concern.

PROJECTOR – can display images, videos and presentation on a large screen making it easier
to see the content.

Research-based learning (RBL) is a teaching method that incorporates research into the
learning process. It encourages students to actively participate in discovering and creating
knowledge.

How does RBL work?


•Students identify questions, issues, and challenges

•Students find and process information

•Students think critically and creatively

•Students apply knowledge and ideas to draw conclusions

•Students communicate their results

Benefits of RBL

•RBL can lead to improved learning outcomes and higher academic achievement

•RBL can help students develop critical thinking and problem-solving skills

Teaching techniques for RBL:

•Checking students' understanding of a task

•Having students do self-assessments

•Having students reflect on and annotate their work

•Having students analyze the effectiveness of their study skills

•Having students engage in peer feedback

PRESENTERS:

POLINAR, SIM ANGELO

PONDOC, CRISTHEL

QUIZADA, ALYSSA MAE

QUEZADA, CHRISGYN

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