Proposed titles for research

1. PROPOSED TITLES FOR RESEARCH
STUDY
Prepared by:
Princes April Arreza
Vichereyl Davila
Lester Lito Talan
Maribel Villapana
Gracia Ganancias

2. Utilization of Inquiry-Based Learning Approach by
Science Teachers in Carrascal, Surigao del Sur

3. Rationale
Inquiry-based learning is one of the five
pedagogical approaches prescribed by the K to 12
Basic Education Curriculum (Salazar, 2020). Inquiry is
the process of using the intellect of students in
acquiring knowledge, organize concepts according to
its order of importance and apply principles in practical
ways. Inquiry does not only develop intellectual
abilities but also the psychomotor and affective
domain of the learners (Andrini, 2016).

4. In inquiry-based science education, children become
engaged in many of the activities and thinking processes that
scientists use to produce new knowledge. Science educators
encourage teachers to utilize inquiry-oriented approaches that
(a) engage students’ interest in science, (b) provide
opportunities for students to use appropriate laboratory
techniques to collect evidence, (c) require students to solve
problems using logic and evidence, (d) encourage students to
conduct further study to develop more elaborate explanations,
and (e) emphasize the importance of writing scientific
explanations on the basis of evidence(Secker,2002).

5. This study aims to assess the utilization of inquiry-based
learning approach of science teachers in their science classes.
Specifically, it focuses on the level of knowledge of the science
teachers about inquiry-based learning approach and how it
affects their level of utilization of the approach. Results of this
study can serve as the basis for designing and implementing
teachers training which focuses on the use of inquiry-based
learning approach in teaching science lessons.

6. The Effects of Science Reflective Concept
Notes on Students’ Critical Thinking

7. Research in note taking indicates that taking notes in class
and reviewing those notes have a positive impact on
students’ learning. Not surprisingly, the preponderance of
studies confirms that students recall more lecture material
if they record it in their notes (Bligh, 2000).
According to Gunstone and & Mitchell 1998 and Mintzes &
Wandersee, 1998, learning in science in constructive way
requires reflective approach that meaningfully connect
what the students learn to previous experience, monitor
their level of understanding of newly introduced concepts,
and be able to express their feelings about what is being
taught.

8. Reflective writing encourages students to express
their interests, thinking and curiosity about the world around
them, and discover new ideas. This contributes to the
enhancement of their understanding of scientific concepts
(Fingon & Fingon, 2008). Reflective writing focuses learners’
attention on their thinking by asking them to delve into their
thoughts about specific topics as well as their individual
learning methods (Colley, et al., 2012).

9. Given these facts that note taking and reflective
writing both positively impact students’ learning. And
reflection facilitates deep and evaluative thinking among
students, this study is proposed to investigate the impact of
science reflective concept notes on students’ critical thinking.

10. Challenges Encountered by Science Teachers of
Surigao del Sur in the Implementation of
Limited Face to Face Classes

11. Rationale
During the advent of the Covid-19 pandemic, the
educational system of the Philippines shifted to distance
learning modalities. Students are not allowed to have a face to
face encounter with their teachers at school due to the
implemented health protocols.
However, it has been found that some issues and concerns
arouse during the implementation of Modular Distance
Learning. School lack funding in the production and delivery of
modules; students struggle with self-studying, and parents lack
knowledge to academically guide their children. (Dangle &
Sumaoang, 2020)

12. These issues and concerns have led the Department of
Education to call for the implementation of limited face to face
classes on areas with low risk of the pandemic. Education
Secretary Leonor Magtolis Briones has authorized all regional
directors to commence the progressive expansion phase of face-
to-face classes for both public and private schools. (DepEd,
2022)
Identified schools in Surigao del Sur are already
implementing the limited face to face classes. This
implementation is different from the pre-pandemic educational
system. These changes in the implementation of face to face
classes cause adjustments as to how science teachers plan and
conduct the lessons.

13. This study is focused on the challenges encountered by science
teachers as they plan and conduct their lessons in limited face
to face classes. Results of this study will serve as basis for
planning for adjustments and improvement of the
implementation of science education in the province, given the
current learning modality.

14. Utilization of Inquiry-Based Learning Approach by
Science Teachers in Carrascal, Surigao del Sur
The Effects of Science Reflective Concept
Notes on Students’ Critical Thinking
Challenges Encountered by Science Teachers of
Surigao del Sur in the Implementation of
Limited Face to Face Classes

15. Prepared by:
Princes April Arreza
Vichereyl Davila
Lester Lito Talan
Maribel Villapana
Gracia Ganancias