Points to ponder for science mentors
IN A recent research study conducted by Bernardo et al. of 7,885 grade school and High school students in the different provinces of the Philippines, several factors were identified that points why there is a decrease in Science inquiry activities in Philippine schools.
The findings justify why until now Philippines ranks below in terms of Science as compared to other Asian countries. The perception of students as to the learning and teaching of science is very important for mentors to adjust their methods and strategies and continuously improve on the ranking of the Philippines.
This perception tool develop by Kardash and Wallace points to the following factors: Pedagogical Strategies, Faculty Interest in Teaching, Student Interest and Perceived Competence in Science, Passive Learning, Grades as Feedback, and Laboratory Experiences.
These dimensions can be used as a basis for mentors to decide appropriate strategies in both classroom management and subject teaching. It will show notions of virtuous teaching, such as encouraging conversation, and appreciating the sense of discovering things together and respecting students understanding of the lessons.
Relevant to these dimensions are the following strategies that can be employed. First is the Lecture based instruction which introduces fresh but difficult information in a traditional and familiar framework.
Chalk, Manila paper and PowerPoint presentations are always on the frontline. However these should be supplemented with gadgets coming from the students which includes the use of tab, laptop, and graphic organizers for a more vivid presentation.
Then this lecture base should be trailed by any inquiry based strategies where the mentor introduces a problem and require the students to look for the solution.
This involves collaboration among the students. The last method is to employ the Socratic method of question and answer. This will ensure if the learners have understood the lesson and has met the learning objectives.
Rabino (2014) in an essay, pointed out that there are so many solutions to poor science education but all mentors must be innovative and creative enough. As Science mentors we need to prove that we are no longer far behind.