1. THE INFLUENCE OF SCIENCE FIRST-HAND EXPERIMENT IN THE SCIENCE
SKILL DEVELOPMENT OF SCIENCE MAJOR STUDENTS.
CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Science education is essential for developing scientific abilities and encouraging scientific
curiosity in students, particularly those pursuing science majors. The importance of hands-on
science experimentation in molding the talents of science major students has long been recognized,
but it is critical to evaluate this effect through the lens of contemporary studies. The purpose of
this quantitative study is to give current knowledge of how first-hand scientific experimentation
influences the development of science abilities in science major students.
The problem of how to engage students in science, as mentioned, has always been challenging
and pressing. Even though engagement does not necessarily entail, or result in, understanding,
especially when it comes to the case of learning science, engaging students in science is a
prerequisite for understanding. However, what may not be obvious is that the process of
engagement itself is a complex one. Even though engagement may very well be encouraged by
students' interest, there are other key factors which are also involved, such as personal identity,
maturity, purpose for learning science, and students' awareness of the significance of the object or
topic of study. Such factors can influence to a large extent, or may even determine, students'
engagement with science (Hadzigeorgiou, 2005a; Hadzigeorgiou and Stivaktakis, 2008).
2. This research emphasizes the importance of staying updated with the latest developments in
the field of science. Science is always changing, with new methods and technologies being
developed all the time. By basing our study on recent research, we can make sure that our findings
are in line with the current ways of teaching and the trends in science education today (Kirschner
et al., 2006). The study emphasizes the need to keep up with the most recent advancements in
scientific education given the dynamic character of both science and teaching methods. When
analyzing how practical scientific experiments affect the skill development of science major
students, this viewpoint is essential. The study's conclusions are made more pertinent and helpful
for science education by ensuring that the research is in line with current developments, which
guarantees that the study takes into account contemporary teaching techniques and scientific
trends.While numerous studies have examined the beneficial effects of hands-on experiments on
the acquisition of science skills, there is a significant absence of research concentrating on the
specific aspects of the laboratory learning environment that most significantly contribute to skill
development. There is still a major lack of understanding about the components of practical
experiments (such as experimental design, data analysis, teamwork, and reflection) that have the
greatest impact on students majoring in science.
Existing studies have primarily focused on the direct correlation between participation in
first-hand experiments and the development of specific science skills among students. However,
there is a significant research gap regarding the moderating variables that may influence the
strength and direction of this correlation. Factors such as the prior knowledge level of students,
the quality of experimental design, the effectiveness of instructional guidance, and the duration
and frequency of laboratory experiences have not been comprehensively explored as potential
moderators of the relationship between first-hand experiments and skills development.
3. Understanding how these factors interact with hands-on learning experiences can provide valuable
insights into optimizing science education strategies to enhance skill acquisition.
Recognizing and filling this research gap can lead to a more nuanced knowledge of the
conditions in which first-hand experiments are most effective in skill development, allowing
educators and institutions to customize their approaches to fit the specific demands of varied
student populations and contexts.
Furthermore, recent studies have delved into innovative teaching strategies within science
education and how they contribute to skill development. For instance, the research conducted by
Hattie and Yates (2014) underscores the pivotal role of feedback in enhancing science skills. By
analyzing these evolving strategies, we can gain valuable insights into how first-hand
experimentation actively contributes to the development of these essential skills (Hattie & Yates,
2014). The Influence of Science First-Hand Experiment in the Science Skill Development of
Science Major Students." This correlation suggests that first-hand experiments can potentially
boost science students' understanding and analytical abilities. The study likely examines how these
experiments contribute to skill development within science education, aligning with Hattie and
Yates' emphasis on feedback's role in skill improvement.
However, the accomplishments of a few students are overshadowed by the consistently
poor performance of Filipino students in international assessment studies and national assessment
studies. In addition, a large percentage of Grade 6- and fourth-year students in selected schools
cannot apply concepts to real-life problem-solving situations nor design an investigation to solve
a problem (UP NISMED, 2005).
4. Through first-hand experimentation, students learn how to formulate Ideas, creative
experiments, collect and analyze data, and draw conclusions. These skills are vital in all scientific
disciplines. Furthermore, students also develop critical thinking skills as they encounter
unexpected results, learn how to troubleshoot, and modify their experiments accordingly.
In addition, conducting first-hand experiments also allows students to develop teamwork
and communication skills. Many scientific experiments require collaboration among team
members, where each member contributes their unique skills and expertise. Students learn how to
communicate their ideas effectively, listen to others' perspectives, and work together towards a
common goal. These are essential skills that will benefit students not only in their academic
pursuits but also in their future careers.
Moreover, through hands-on experimentation, students gain a sense of ownership and
responsibility for their work, which can boost their confidence and motivation in pursuing
scientific research. Overall, the importance of conducting first-hand experiments cannot be
overstated as it provides students with invaluable learning opportunities that go beyond the
classroom setting.
In addition to the benefits mentioned above, conducting first-hand experiments can also
lead to new discoveries and innovations. By exploring uncharted territories, students may stumble
upon unexpected phenomena or results that could potentially lead to breakthroughs in their field
of study. This is why many universities and research institutions encourage undergraduate students
to participate in research projects alongside experienced faculty members. Such opportunities
provide students with exposure to cutting-edge research and allow them to contribute to ongoing
scientific investigations. In this way, conducting first-hand experiments not only enhances
students' learning but also contributes to the advancement of scientific knowledge as a whole.
5. Theoretical Background
Science majors in physics, chemistry, and biology must develop critical thinking, problem-
solving and data processing skills to succeed in academic and future job, participating in hands on
experiment is crucial for developing these skills.
The Inquiry-Based Learning Theory
Dewey's theory (1938) emphasizes learning through inquiry, where students develop
scientific skills by actively investigating and questioning phenomena. It highlights the importance
of hands-on experience and problem-solving in science education.
Inquiry in the classroom puts the onus of learning on the students and encourages them to
come to an understanding of things on their own, in accordance with John Dewey's theory that
education begins with the curiosity of the learner. Students are supported in developing their
abilities to ask good questions, determine what needs to be learned and what resources are required
in order to answer those questions, and share their learning with others. Lee et al. (2004) defined
inquiry-based learning as a "array of classroom practices that promote student learning through
guided and, increasingly, independent investigation of complex questions and problems, often for
which there is no single answer" (p. 9).
The Cognitive Apprenticeship Model
This theory proposes that scientific skills are best developed through apprenticeship-like
experiences where novices work alongside experts. It emphasizes the importance of mentorship
and social interaction in skill acquisition.
6. Cognitive apprenticeship theory emphasizes knowledge that can be applied in real world
settings. The theory is broken into six teaching methods that can be sorted into three groups.
Modeling, coaching, and scaffolding come from traditional apprenticeship models. Articulation
and reflection allow students to access and control their own problem-solving strategies.
Exploration encourages autonomy in both problem-solving and problem formulation.
Instructional Theory for Skill Development
The theory for fostering skill development outcomes, as proposed by Romiszowski
(2009), can be used for fostering all types of skills. Romiszowski defines skill as “the capacity to
perform a given type of task or activity with a given degree of effectiveness, efficiency, speed or
other measure of quantity or quality (p.202)”. He distinguishes between intellectual skills (that
involve the mind), motor, sensorimotor, or psychomotor skills (that involve the body), personal
skills (that involve emotions), and interpersonal skills (that involve interacting with others). Skill
is distinct from knowledge, in that it develops with experience and practice, whereas knowledge
is something you either have or do not have.
According to the theory, skills exist along a continuum of complexity from reproductive to
productive. Reproductive skills are those which are focused on applying standard procedures, or
automated processes, such as multiplying numbers or typing. Productive skills, on the other hand,
involve the application of principles and strategies, such as creative writing or playing chess.
Romiszowski indicates that whether a skill is reproductive or productive has much greater
influence on the selection and design of instructional strategy than if a skill is intellectual, motor,
personal, or interpersonal.
7. THE PROBLEM
Statement of the problem
The study will determine the influence of science first-hand experiment in the
science skill development of science major students for the school year 2023-2024 as the basis
for an intervention proposed plan.
Specifically, the study will seek answers for the following sub-problems:
1. What are the scientific experiments that the students need to be established?
2. What are the experiments that science major students have done?
3. What science skills are honed in first-hand experiments.
4. Is there a significance between first-hand experiments and scientific skills?
5. Based on the findings, what action plan can be proposed?
