Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society

This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in...

Full description

Saved in:
Bibliographic Details
Main Authors: Adarlo, Genejane, Favis, Abigail Marie T, Gotangco, Charlotte Kendra Z, Guidote, Armando M, Jr
Format: text
Published: Archīum Ateneo 2021
Subjects:
Online Access:https://archium.ateneo.edu/es-faculty-pubs/82
https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1077&context=es-faculty-pubs
Tags: Add Tag
No Tags, Be the first to tag this record!
Institution: Ateneo De Manila University
id ph-ateneo-arc.es-faculty-pubs-1077
record_format eprints
spelling ph-ateneo-arc.es-faculty-pubs-10772022-02-23T09:22:01Z Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society Adarlo, Genejane Favis, Abigail Marie T Gotangco, Charlotte Kendra Z Guidote, Armando M, Jr This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in Science, Technology, and Society during the first semester of the academic year 2018 to 2019 in an institution of Jesuit higher education in the Philippines, participated in a focus group discussion about their class experiences. Thematic analysis of verbatim transcript revealed that students were not confident in considering themselves literate about science after a semester of classes because of several concerns in the content and delivery of the course. Specifically, topics covered were not interdisciplinary as they should be, lacked depth, and were not relatable to students. Some teachers were inclined towards knowledge transmission and required more support for teaching that espouses student-centered learning. Teachers’ lack of motivation to teach the course was also noticeable among students and might have left a negative impression about the course. These findings can provide valuable insights into how efforts in reforming science education towards lifelong learning in science, technology, and society can be made better and effective using a constructive alignment of intended learning outcomes, teaching-learning activities, and assessment tasks. 2021-01-01T08:00:00Z text application/pdf https://archium.ateneo.edu/es-faculty-pubs/82 https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1077&context=es-faculty-pubs Environmental Science Faculty Publications Archīum Ateneo curricular reforms higher education science education science literacy constructive alignment Education Higher Education Science and Mathematics Education
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic curricular reforms
higher education
science education
science literacy
constructive alignment
Education
Higher Education
Science and Mathematics Education
spellingShingle curricular reforms
higher education
science education
science literacy
constructive alignment
Education
Higher Education
Science and Mathematics Education
Adarlo, Genejane
Favis, Abigail Marie T
Gotangco, Charlotte Kendra Z
Guidote, Armando M, Jr
Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
description This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in Science, Technology, and Society during the first semester of the academic year 2018 to 2019 in an institution of Jesuit higher education in the Philippines, participated in a focus group discussion about their class experiences. Thematic analysis of verbatim transcript revealed that students were not confident in considering themselves literate about science after a semester of classes because of several concerns in the content and delivery of the course. Specifically, topics covered were not interdisciplinary as they should be, lacked depth, and were not relatable to students. Some teachers were inclined towards knowledge transmission and required more support for teaching that espouses student-centered learning. Teachers’ lack of motivation to teach the course was also noticeable among students and might have left a negative impression about the course. These findings can provide valuable insights into how efforts in reforming science education towards lifelong learning in science, technology, and society can be made better and effective using a constructive alignment of intended learning outcomes, teaching-learning activities, and assessment tasks.
format text
author Adarlo, Genejane
Favis, Abigail Marie T
Gotangco, Charlotte Kendra Z
Guidote, Armando M, Jr
author_facet Adarlo, Genejane
Favis, Abigail Marie T
Gotangco, Charlotte Kendra Z
Guidote, Armando M, Jr
author_sort Adarlo, Genejane
title Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
title_short Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
title_full Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
title_fullStr Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
title_full_unstemmed Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
title_sort lessons learned in pursuit of lifelong learning in science, technology, and society
publisher Archīum Ateneo
publishDate 2021
url https://archium.ateneo.edu/es-faculty-pubs/82
https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1077&context=es-faculty-pubs
_version_ 1726158610860343296