Philippine Normal University

The National Center for Teacher Education

COLLEGE OF GRADUATE STUDIES
AND TEACHER EDUCATION RESEARCH
Manila

Name: RAYMOND T. TORALDE Subject: SciEd 801 – Theoretical Perspectives in Science …

Degree Program: Doctor of Philosophy - Major in Science Education Date of Lecture: Oct. 27, 2021

Summary (Answers to Guide Questions)

Before the Reading After the Reading
1. Based on the article, how inquiry-based instruction influences science learning motivation
Science Inquiry-based is an and interest? After reading, I have learned
approach in education, a Inquiry-based instruction had a positive influence on students’ learning motivation for all three that “Inquiry” implies an active
part of teaching and schools. The average grades of the students increased. Significant variation was revealed between learning process that allows
learning process that plays pretest and post-test scores for self-efficacy and performance goals for Schools A and B, and value students to answer research
a vital role in the orientation for School C. A positive influence was evident between inquiry-based instruction and questions using data analysis
development of learning of students’ learning interest for all three schools. Again, the average grades rose. Significant and information exchange
students not just asking variations were indicated in the comparison of pretest and posttest scores for attitude towards based from Bell, Smetana &
them typical higher order science, learning atmosphere, learning difficulty, and learning commitment for School A. For Binns, 2005. Moreover,
thinking skills but letting School B, significant variation was evident between pretest and post-test scores for attitude Inquiry-based instruction is,
them use their creative towards science. student-oriented. However, the
mind in observing, 2. How are science learning motivation and interest were described in the study? teacher may direct students at
hypothesizing, For motivation for science learning, the questionnaire took into account self-efficacy, learning key times during the learning
experimenting, discovering, goals, performance goals, value orientation, and test anxiety. With regard to interest in science process, as required for
investigating, and more learning, the questionnaire included questions related to attitude towards science, learning optimal exchange, for instance
importantly asking atmosphere, learning difficulty, learning commitment, and learning participation. beginners may need more
questions that ought to be instruction initially to exercise
3. What are the major implications of the results presented in the study? their inquiries more effectively
equated with scientifically
It is indicated that inquiry-based instruction had a positive influence on students’ learning according to Zangori, Forbes
proven answers, reliable motivation and interest. The study results are similar to those of Avery & Meyer (2012), Marshall
bases and universally & Biggers, 2012. Generally, I
& Horton (2011), Powell-Moman & Brown-Schild (2011), and Walker, McGill, Buikema & defined Science Inquiry as a
accepted theories and laws Stevens (2008). Additionally, the results from this study showed that inquiry-based instruction
in both physical and multifaceted activity that
had various impacts on students’ learning motivation and interest at different schools, and they involves the scientific
metaphysical realms. verified the significance of the school environment context with regard to the implementation methodology and processes.

Reflection:
In my almost 7 years of teaching experience (2 years in private school and 5 years in public school), I can attest that students’ level of inquiry, most of
the time falls on the first level, Confirmation inquiry, secondly, frequently Structured inquiry, seldom Guided inquiry, few times they practice Open inquiry.
Nevertheless, recently because of pandemic, open and true inquiry can be a manifestation that there is a low-level of teacher participation and engagement especially
to those who choose to be part of modular distance learning, but on the student’s part, we cannot conclude that the activities that the teachers provide, it allows
students to generate their own scientific question to investigate because of lack of resources in performing the 7Es model in the printed module.

Marasigan, A. C. and Virgilio M. & Kim Gun-do (2018, August). A Study on the Sustainable Education Development in Environmental Awareness of Filipinos. The Journal of Asian Studies ISSN15988-6675 Vol. 21 (3) p. 85-112.