In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study

The purpose of the study was to develop a training program for in-service science teachers with the aim of enhancing their competence in terms of content knowledge in disaster science education and science process skills. Thirty-one teachers, of which 19 had less than 5 years of teaching experience,...

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Main Author: Adarayan, Jr., Eufemio
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Published: Archīum Ateneo 2020
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Online Access:https://archium.ateneo.edu/theses-dissertations/431
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Institution: Ateneo De Manila University
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spelling ph-ateneo-arc.theses-dissertations-15572021-09-27T03:00:04Z In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study Adarayan, Jr., Eufemio The purpose of the study was to develop a training program for in-service science teachers with the aim of enhancing their competence in terms of content knowledge in disaster science education and science process skills. Thirty-one teachers, of which 19 had less than 5 years of teaching experience, and 12 had more than 4 years of teaching experience, from 4 public secondary schools were invited to participate in the training which was design based on the analysis of their pretest. For a total of 37 hours, the teacher-participants performed activities and investigations that focused on topics in tropical cyclones and earthquakes employing the Active Learning method. The case study utilized the exploratory-sequential mixed method research design where phase 1 involved the collection of quantitative data and was subsequently validated by phase 2 which was the collection of the qualitative data. Findings show that before the training program the teacher-participants performed below expectations in their content knowledge of disaster science and science process skills. After the training program, the teachers had significantly improved their competence as revealed by the evaluation of their formative assessment and posttest performance. Looking at the two groups of teachers, their gains were comparable and had no significant difference. The analysis of focus group discussion and reflection journal responses revealed that the training program fostered introspection, collaboration, and a general sense of positive outlook on the integration of disaster science and science process skills in the teachers’ lessons. 2020-01-01T08:00:00Z text https://archium.ateneo.edu/theses-dissertations/431 Theses and Dissertations (All) Archīum Ateneo n/a Science and Mathematics Education Teacher Education and Professional Development
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 n/a
Science and Mathematics Education
Teacher Education and Professional Development
spellingShingle n/a
Science and Mathematics Education
Teacher Education and Professional Development
Adarayan, Jr., Eufemio
In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study
description The purpose of the study was to develop a training program for in-service science teachers with the aim of enhancing their competence in terms of content knowledge in disaster science education and science process skills. Thirty-one teachers, of which 19 had less than 5 years of teaching experience, and 12 had more than 4 years of teaching experience, from 4 public secondary schools were invited to participate in the training which was design based on the analysis of their pretest. For a total of 37 hours, the teacher-participants performed activities and investigations that focused on topics in tropical cyclones and earthquakes employing the Active Learning method. The case study utilized the exploratory-sequential mixed method research design where phase 1 involved the collection of quantitative data and was subsequently validated by phase 2 which was the collection of the qualitative data. Findings show that before the training program the teacher-participants performed below expectations in their content knowledge of disaster science and science process skills. After the training program, the teachers had significantly improved their competence as revealed by the evaluation of their formative assessment and posttest performance. Looking at the two groups of teachers, their gains were comparable and had no significant difference. The analysis of focus group discussion and reflection journal responses revealed that the training program fostered introspection, collaboration, and a general sense of positive outlook on the integration of disaster science and science process skills in the teachers’ lessons.
format text
author Adarayan, Jr., Eufemio
author_facet Adarayan, Jr., Eufemio
author_sort Adarayan, Jr., Eufemio
title In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study
title_short In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study
title_full In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study
title_fullStr In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study
title_full_unstemmed In-Service Teachers' Training Program on Content Knowledge (CK) in Disaster Science and Science Process Skills (SPS): A Case Study
title_sort in-service teachers' training program on content knowledge (ck) in disaster science and science process skills (sps): a case study
publisher Archīum Ateneo
publishDate 2020
url https://archium.ateneo.edu/theses-dissertations/431
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