Development and validation of a nature of science-based online course in evolution by natural selection

• Main Author: Batac, Kenneth Ian Talosig
• Format: text
• Language: English
• Published: Animo Repository 2021
• Subjects: Science—Study and teaching—Aids and devices; Evolution (Biology)—Study and teaching; Distance education; Telecommunication in education, Effective teaching
• Online Access: https://animorepository.dlsu.edu.ph/etdm_scied/9; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1009&context=etdm_scied
• Institution: De La Salle University

Evolution is recognized as the first and most contentious topic in biology classrooms across the world, and misconceptions and non-scientific notions about this science content area proliferate in the academe. As the prominence of online learning increases to prevent the spread of COVID-19 and disruptions to teaching and learning, resources to support online learning are necessary, and they will remain so even after the pandemic. This study aimed to develop and validate a nature of science-based online course in evolution by natural selection for tenth grade junior high school students. In developing and validating the online course, the ADDIE instructional model was used, which comprises the following major parts: Analysis, Design, Development, Implementation, and Evaluation. The science teacher validators evaluated the quality of the online course after its development. Besides, the tenth-grade junior high school students evaluated the classroom climate in the online course and described their perceptions of how the online course supported their learning of evolution by natural selection. The results showed that science teacher validators considered the quality of pedagogies, resources, and delivery strategies of the online course acceptable. Moreover, the videos and informative content made it easy for the students to understand the occurrence of evolution. The online course also helped the students to accept evolution based on numerous pieces of supporting evolutionary evidence and information, and the notion of compatibility between science and religion. While most students recommended no changes for the online course, some of them suggested more time for online discussion. Other students recommended more learning materials, engaging activities, and information to improve the online course. Furthermore, the online course generated a positive classroom climate among students. All the tenth-grade junior high school students also reported a positive learning experience and described it as educational and manageable.