This study investigated grade 3 and grade 6 science teachers’ knowledge and scientific understanding of the particulate nature of matter of public elementary school in the City Division of Catbalogan, Samar. In this regard, the study employed descriptive research designwhich involved 36 grade 3 and 36 grade 6 teachers. Data were collected using two-tier diagnostic test. Results showed that teachers have below average knowledge and exhibited no scientific understanding of the particulate nature of matter and possess several unscientific understanding.
Table of Contents
1. THE PROBLEM AND ITS SETTING
1.1 Introduction
1.2 Statement of the Problem
1.3 Hypotheses
1.4 Theoretical Framework
1.5 Conceptual Framework
1.6 Scope and Delimitation
1.7 Significance of the Study
1.8 Definition of Terms
2. REVIEW OF RELATED LITERATURE AND STUDIES
2.1 Related Literature
2.2 Related Studies
3. METHODOLOGY
3.1 Research Design
3.2 Instrumentation
3.3 Validation of Instrument
3.4 Sampling Procedure
3.5 Data Gathering Procedure
3.6 Statistical Treatment of Data
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.1 Profile of Teacher-Respondents
4.2 Respondents’ Level of Knowledge of the Particulate Nature of Matter
4.3 Relationship Between Respondents’ Level of Knowledge of the Particulate Nature of Matter and Profile Variates
4.4 Difference in Level of Knowledge of the Particulate Nature of Matter of Teachers
4.5 Respondents’ Level of Scientific Understanding the Particulate Nature of Matter
4.6 Unscientific Understanding the Particulate Nature of Matter
5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary of Findings
5.2 Conclusions
5.3 Recommendations
Research Objectives and Key Topics
This study aims to assess the knowledge levels and scientific understanding of the particulate nature of matter among grade 3 and grade 6 public elementary school science teachers in the City Division of Catbalogan, Samar. The research investigates potential correlations between teachers' demographic profiles and their subject-matter content knowledge, while identifying specific misconceptions (unscientific understandings) that persist among educators.
- Assessment of subject matter content knowledge in chemistry
- Evaluation of scientific understanding of particulate matter concepts
- Analysis of correlations between teacher demographics and content knowledge
- Identification of common unscientific understandings and misconceptions
- Implications for the Philippine K to 12 science curriculum implementation
Excerpt from the Book
Introduction
It is a common knowledge among educators that the Philippines implemented a new curriculum last school year 2012-2013. This is a shift from the Basic Education Curriculum to the new K to 12 Curriculum. The new curriculum has been made legal by Republic Act 1033 or the Enhanced Basic Education 2013.
Science is one of the core subjects in the K to 12 curriculum and just like in the old curriculum, it is compulsory for all students in the elementary and junior high school. In the old secondary curriculum, the different disciplines of science was offered separately according to year level – general science in first year, biology in second year, chemistry in third year and physics in fourth year. In the K to 12 curriculum, all the different disciplines of science are incorporated simultaneously in every grade level in a spiral progression starting from grade 3 up to grade 10 (K to 12 Curriculum Guide Science, 2013).
The spiral progression emphasizes no break in the continuum of the science contents from elementary to junior high school. Because of this structuring of the contents, it is expected that some chemistry topics will already be taught in the elementary grade. Indeed, review of elementary science textbooks and curriculum guides revealed the following – states of matter in grade 3, properties of matter in grade 4, changes of matter in grade 5, and mixtures in grade 6.
Summary of Chapters
1. THE PROBLEM AND ITS SETTING: Introduces the shift to the K-12 curriculum in the Philippines and establishes the importance of the particulate nature of matter for elementary science education.
2. REVIEW OF RELATED LITERATURE AND STUDIES: Examines global and local literature regarding the particulate nature of matter, pedagogical content knowledge (PCK), and previous research on teacher and student misconceptions.
3. METHODOLOGY: Details the descriptive research design, the use of a two-tier diagnostic test for 112 teachers, and the statistical tools employed for data analysis.
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA: Presents the findings regarding teacher profiles and their measured knowledge levels, including the statistical tests for correlations and differences.
5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the core findings—notably the below-average knowledge and pervasive unscientific understandings—and provides actionable recommendations for school administrators and higher education institutions.
Keywords
Particulate nature of matter, Science teachers, Pedagogical Content Knowledge (PCK), K to 12 curriculum, Misconceptions, Unscientific understanding, Two-tier diagnostic test, Chemistry education, Elementary science, Spiral progression, Content knowledge, Catbalogan City, Teacher competency, Constructivism, Science curriculum
Frequently Asked Questions
What is the primary focus of this thesis?
The research focuses on assessing the content knowledge and scientific understanding of the particulate nature of matter among grade 3 and grade 6 science teachers in the public elementary schools of Catbalogan, Samar.
What is the key scientific concept explored?
The study centers on the "particulate nature of matter," which is described as the foundational theory for understanding chemical phenomena like atoms, molecules, phase changes, and the behavior of gases.
What research methodology was utilized?
The study employed a descriptive-correlational research design, using a two-tier diagnostic test instrument to gather data from 112 teacher-respondents.
What is the main objective of the study?
The objective is to determine whether teachers possess the necessary subject-matter mastery to effectively teach chemistry concepts within the new spiral K to 12 science curriculum.
What topics are covered in the main section of the paper?
The main sections cover the curriculum shift in the Philippines, the theoretical framework of Pedagogical Content Knowledge (PCK), a review of global literature on misconceptions, and a detailed statistical analysis of the diagnostic test results.
Which criteria define the keyword profile of this study?
The study is characterized by keywords such as science teachers, misconceptions, particulate nature of matter, pedagogical content knowledge, and elementary science education.
What was the key result concerning teachers' content knowledge?
The findings indicated that the participating teachers exhibited, on average, "below average" knowledge of the particulate nature of matter.
What is the significance of the "unscientific understandings" found?
The research found that 100% of respondents held unscientific understandings, such as believing atoms are alive or that water molecules change shape in different states, which suggests a significant gap in foundational chemistry knowledge.
How does the spiral curriculum relate to the study's findings?
The study emphasizes that because the K-12 curriculum introduces chemistry topics early (starting in grade 3), the teachers' lack of mastery in fundamental concepts directly hinders the effective implementation of the spiral progression.
What do the researchers recommend?
The researchers recommend that school administrators initiate massive, focused training programs and that higher education institutions re-evaluate the chemistry curricula offered to education majors.
- Citar trabajo
- Joan Quitalig (Autor), 2018, Science Teachers' Knwoledge and Scientific Understanding of the Particulate Nature of Matter. Grade 3 and 6, Múnich, GRIN Verlag, https://www.grin.com/document/434219
