Exploring Senior High School Students’ Views of the Nature of Sscience (Nos) through Socio – Scientific Issues (SSI)
Joy Talens, De La Salle Lipa (Philippines)
The implementation of the Republic Act 10533 also known as Enhanced Basic Education Act of 2013 of the Philippines emphasizes that the Senior High School curriculum shall use pedagogical approaches that are constructivist, inquiry – based, reflective, collaborative and integrative. During its first year of mass implementation, Senior High School students in De La Salle Lipa Philippines incorporate analysis of socio – scientific issue in the core subject Physical Science to attain content and performance standards and manifestations of 21st century lifelong learning skills. Likewise, students’ views on the nature of Science (NOS) are considered with aim of developing students who are scientifically literate individuals. Thus, this study explored views of the one hundred twelve Senior High School Students enrolled in the Humanities and Social Science Strand on the NOS along the eight major themes after analyzing socio – scientific issues (SSI). Embedded mixed method design was used by administering questionnaire with two parts using parallel questions: part 1 – Likert scale type and part 2 – open – ended type to explore senior high school students’ views of the nature of Science through the use of socio – scientific issues in the classroom. Weighted arithmetic mean and framework analysis were used to analyze data. After all Senior High School students analyzed SSI, they viewed to a great extent that Scientific investigations use a variety of methods; Science is a human endeavor; Science models, laws, mechanisms, and theories explain natural phenomena; Scientific knowledge is open to revision in light of new evidence; Science is a way of knowing; Scientific knowledge is based on empirical evidence; and, Science addresses questions about natural and material world. However, SHS students viewed to a moderate extent that Scientific knowledge assumes an order and consistency in the natural world. Based on the results and findings, a new teaching technique is proposed.