Field-Based Laboratory Instruction in Teaching Forces, Motion, and Energy
Keywords:
Field-Based, Laboratory Instruction, Teaching Forces, Motion, EnergyAbstract
This study evaluated students' and teachers' experiences in a field-based laboratory in teaching motion, force, and energy. The researcher also utilized a phenomenological research approach for the student-participants' experiences on the conducted activities on FBLI, and it is for the identification of themes that supports the advantages and disadvantages of the intervention. For the teacher who did the FBLI, the narrative research approach is utilized for the same purpose as the student-participants. The performance of students before exposure to FBI has a mean equivalent performance of 69.30, an indication that they did not meet expectations as to topics force, motion, and energy. However, upon utilization of FBI there is an increase in the mean performance of students, from not meeting expectations to fairly satisfactory. Results implied that there is a shift in the students’ performance with the use of FBI. The use of Field-Based Laboratory Instruction improves students’ performance on the topics force, motion, and energy, from not meeting expectations to fairly satisfactory.A well planned Field-based laboratory instruction delivers the lesson correctly, however, preparation of instructional materials and classroom management up to the precautionary measure are also things for considerations. It is suggested that Science Teachers should prepare activities align to Field-Based Laboratory Instruction and design activities that are contextualized and suited to the learners need for them to enjoy teaching-learning process.
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