Congratulations
to one of our science education specialists, Mr. Rolando M. Tan. His paper titled “Students’ Conceptual
Understanding and Science Process Skills in an Inquiry-based Flipped Classroom
Environment” has been accepted for publication in the Malaysian Journal of
Learning and Instruction. The paper was co-authored by Professors Rosanelia T.
Yangco and Elenita N. Que who were Mr. Tan’s thesis advisers.
The
research compared inquiry-based flipped instruction with non-flipped
inquiry-based instruction based on their impact on junior high school students’
science process skills and conceptual understanding in Grade 9 biology topics. The
result of the study showed that the inquiry-based flipped classroom model can
be just as effective as the non-flipped inquiry-based instruction based on
their overall performance in the Conceptual Understanding and Science Process
Skills Tests. However, sublevel analysis per topic showed that the flipped
inquiry group performed better than the control in the Conceptual Understanding
Test for one particular lesson, citing choice of learning management system
(LMS), manner of uploading online content and nature of content as critical considerations.
This was made possible when the manner of uploading online content and choice
of LMS facilitated better student engagement. The nature of content had
concepts already related to previously learned content and not totally new like
the other topics. From this finding, inquiry-based instruction can be made even
more effective taking into account the aforementioned considerations. Technological,
Pedagogical and Content Knowledge (TPCK) served as the guiding framework behind
these considerations. The study also revealed that science process
skills positively predict students’ conceptual understanding in biology. The published
article is an open access source which can be downloaded through this link: http://mjli.uum.edu.my/index.php/cur-issues
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