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INTRODUCTION

Based on Webster (1828), Science is the knowledge about or study of the natural world

based on facts learned through experiments and observation. The intellectual and practical

activity encompassing the systematic study of the structure and behaviour of the physical and

natural world through observation and experiment and Education is the process of teaching

someone especially in a school, colleges, or community.

Science Education is the field of concerned with sharing science content and process with

individuals not traditionally considered part of the scientific community. The learners may be

children, college students, or adults within the general public; the field of science education

includes work in science content, science process (the scientific method), some social science,

and some teaching pedagogy. The standards for science education provide expectations for the

development of understanding for students through the entire course of their K-12 education and

beyond. The traditional subjects included in the standards are physical, life, earth, space,

and human sciences.

In the past years or so, there have been problems or enormous increases in the amount of

science education in terms of researching. This is immediately apparent in the section of science

education. In some issue applying research is the major problem, jumping into the conclusion

without knowing the cause or conducting a research slightly ending up with failed result.
SIGNFICANCE OF THE STUDY

Researching is one of the aspects that develop and mold ones intelligence, a knowledge

that results from practice and experience which sought for quality education. Research has a big

role in our society not only in discovering new things, also use to correct wrong perception in

life.

The generalization of this present study would be a great contribution to the vast

knowledge in relation to students achievements. Vital results of this research could be highly

significant and beneficial especially to the following:

Students. They are the secondary student from senior high School. The findings of this research

will help them in gaining new information and strategies in solving a problem and to open their

mind in systematic way of thinking. Because there are the one who mostly need this study in

their young life. The findings of this research will inspire, enlightened and become beneficial to

the students from senior high in CD 1.

Teachers. This refers to the professional teacher who took the four year course program of

Bachelor of Science in Secondary Education and who also finish four year course in different

areas who took 18 units in education (Teaching Certificate Program). In this study, they are the

medium/ instrument in the materialization of the teaching program. Thru this research, they will

apply the new and improve information to their teaching.

Academic coordinator will be gaining insight as to what measures are appropriate to help the

teachers orient both students and teachers regarding the useful of research in Science Education.
STATEMENT OF THE PROBLEM

In the field of education most commonly in the area of science, students and

teacher always encountered problems in everyday lesson, laboratory exercises and in teaching

strategies. However, this in itself has begun to raise some questions and concerns two of the

major ones are:

Why is the impact of research on practice apparently so slight?

Is there any sense that the field of science education in the side of research is

making progresses? (Do newer studies build on earlier ones? Is the effort

cumulative? Are there any areas of agreement about theoretical frameworks and

terminology , or about research approaches, procedures or tools or even about

areas of work that are more or less worthwhile? )

These are questions which this research is about. As we enter the new millennium it

seems timely to take stock of what we have achieved in science education research, and

to reflect on where we now ought to be going.

We wanted this research to be a serious reflection on the state of the field of

science education by using research, recognizing its real achievements, but also frank and

honest about its deficiencies and weaknesses.


CONCEPTUAL FRAMEWORK

Educational progressivism - John Dewey (Active Learning: Learn by Doing)

Active learning is a set of strategies that posits the responsibility for learning with the

student. Discovery learning, problem-based learning, experiential learning, and inquiry-based

instruction are examples of active learning. Discussion, debate, student questioning, think-pair-

share, quick-writes, polling, role playing, cooperative learning, group projects, and student

presentations are a few of the many activities that are learner driven. It should be noted,

however, that even lecture can be an active learning event if students processes and filter

information as it is provided. Cornell notes and diagramming are a couple of activities that can

make lectures active learning events.

According to John Dewey, Active learner can learn by doing, which support by many

experiment. We know that for people to learn and retain knowledge and skills they must apply

that knowledge and those skills during and soon after training. Whether learning how to use a

software program, build a team, or solve a strategic problem, application of new knowledge and

skills should occur as part of the learning process and within hours and days of the learning

event, not within weeks and months, or never, as so often happens in organizations. This means

that learners must have opportunities to apply that learning and bosses and supervisors must plan

ahead with learners to ensure these opportunities during and after training.

Multiple Intelligences - Howard Gardner (Teaching to multiple learning modalities)

Intelligence is a property of the mind that includes many related abilities such as the

capacities to reason, plan, solve problems, comprehend language and ideas, learn new concepts,
and think abstractly. Historically, psychometricians have measured intelligence with a single

score (intelligence quotient, IQ) on a standardized test, finding that such scores are predictive of

later intellectual achievement. Howard Gardner and others assert that there are multiple

intelligences, and that no single score can accurately reflect a persons intelligence. More

importantly, the theory of multiple intelligences implies that people learn better through certain

modalities than others, and that the science teacher should design curriculum to address as many

modalities as possible. Gardner identifies seven intelligences, which are listed below. The

numbers in parentheses indicate sections in this book that address each intelligence.

According to the theory of multiple intelligence, Learners can learn in a multiple way not

only in one aspect. Which support this research where like multiple intelligence theory research

explore new things in many different ways or method depend upon the capability of the

researcher and what conceptual framework will suit his/her study.

The theory of Howard Gardner the Multiple Intelligence Theory is helpful in

assessing or addressing the learners need by using different techniques in teaching. In assessing

or addressing the learners need one must undergo to research to know the problem. Once you

know the problem you can now choose different method that will suits your study to address the

needs.

Analyzing Disclosure in the Science Classroom Eduardo Montimer and Phil Scott

The theory of Eduardo Mortimer and Phil Scott, the Analyzing Disclosure in the Science

Classroom focuses on the talk of science classrooms and in particular on the ways in which the

different kinds of interactions between teachers and students contribute to meaning making and

learning. Central to the text is a new analytical framework for characterizing the key features of
the talk of school science classrooms. This framework is based on sociocultural principles and

links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of

contemporary science classrooms.

* presents a framework, based on sociocultural theory, for analyzing the language of teaching

and learning interactions in science classrooms

* provides detailed examples and illustrations of insights gained from applying the framework to

real science lessons in Brazil and the UK.

* demonstrates how these ways of thinking about classroom talk can be drawn upon to inform

the professional development of science teachers.

* offers an innovative research methodology, based on sociocultural theory, for analyzing

classroom talk.

* expands upon the ways in which sociocultural theory has been systematically applied to

analyzing classroom contexts.

This theory offers a powerful set of tools for thinking and talking about the day-to-day

practices of contemporary science classrooms. It contains messages of fundamental importance

and insight for all of those who are interested in reflecting on the interactions of science teaching

and learning, whether in the context of teaching, higher degree study, or research. The view that

knowledge cannot be transmitted but must be constructed by the mental activity of learners

underpins contemporary perspectives on science education. This article, which presents a

theoretical perspective on teaching and learning science in the social setting of classrooms, is

informed by a view of scientific knowledge as socially constructed and by a perspective on the

learning of science as knowledge construction involving both individual and social processes.
First, we present an overview of the nature of scientific knowledge. We then describe two major

traditions in explaining the process of learning science: personal and social constructivism.

Finally, we illustrate how both personal and social perspectives on learning, as well as

perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting

science learning in formal settings.


Conceptual Framework

Factors Participants Participants

Teachers Teachers
Student skill level
STEM students STEM students
Lack of resources
(Gr. 11 to 12) (Gr. 11 to 12)
Teaching Factor

Insufficient time

allotment given

by the teacher

IMPPROVEMENT IN SCIENCE

EDUCATON USING RESEARCH


SCOPE AND DELIMINATION

This study limits its coverage on the Senior High School grade 11 and 12 in Quezon,
Licab and Giumba. Its main purpose is to improve the Science Education with the contribution of
Research and to propose possible solutions to increase the use of research in Science Education.
This study considers every aspect of students abilities that has an impact on their academic
performances. And this study focuses on the current second year students of the present school
year, 2017-2018.
DEFINITON OF TERMS

Terms here are conceptually and operationally defined for better understanding of
the readers.

Students. This refer to the learners who enrolled in grade 11 and 12 in Quezon, Licab and
Guimba Nueva Ecija.

Science Education. Refers to the one area in field of Education which the study is focused.

Research. A systematic tool that use this research to improve the Science Education.

Teachers. The educators who teacher Science that are involve in the study.

Theories. This refer to theory that serve as the framework of the research.