Development, implementation and evaluation of a whole child instruction framework for junior high school physics

• Main Author: Torio, Von Anthony G.
• Format: text
• Language: English
• Published: Animo Repository 2018
• Subjects: Whole brain learning > Philippines; Physics > Study and teaching (Secondary) > Philippines; Science > Study and teaching (Secondary) > Philippines; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/556
• Institution: De La Salle University

Innovative instructional frameworks are essential in the promotion of quality Science education. In the advent of education 4.0, the quest for sound instructional frameworks that will fit the current times is on. In the Philippines, several sound educational pedagogies are advocated in the field of Science in the basic education. A number of educational pedagogies and approaches are promoted by the Department of Education in the Philippines as reflected in the Science curriculum material of the K to 12 curriculum, which includes brain-based pedagogies and inquiry-based learning. Whole Brain teaching (WBT) is one of the brain-based pedagogies that has met significant merits in several countries most notably in the United States of America. This study aimed to develop a Whole Child instructional framework for Filipino learners that incorporated curriculum content and assessment, WBT literature of Biffle (2013) and Hermann (1998), as well as subject motivation and teaching effectiveness. The developmental method of research was utilized in the study. A total of four stages were carried out to meet all the specific objectives of the study that led to the development, validation and evaluation of a whole child instructional framework for Junior high school physics. The results of the methods of the study contributed to the improvement in the working framework. The inputs to the framework yielded a refined framework that now includes the following domains: 1) Curriculum content and assessment, 2) sound pedagogies, 3) Physics motivation and 4) teaching effectiveness.