Synthesis of the State-of-the-Art

The literatures discussed two main ideas: K to 12 Science

curriculum framework, the principles involve in using

demonstration method, laboratory method and conceptual

understanding. The literatures provided insights about the

effects of the said methods of teaching to students’ performance

and attitude.

The K to 12 programs of the Department of Education and the

idea of Wiggins on active learning asserted the use of different

or combination of teaching strategies in developing students’

skills. The K to 12 Science curriculum were designed to provide

learners with a repertoire of competencies important in the world

of work and in a knowledge-based society. It envisions the

development of scientifically, technologically, and

environmentally literate and productive members of society who

are critical problem solvers, responsible stewards of nature,

innovative and creative citizens, informed decision makers, and

effective communicators. Through its spiral approach, varied

learning competencies are expected to be developed specifically

in the 10th grade in Science Education that covers: earth and

space, force, motion and energy, living things and their

environment, and matters. It requires the use of approaches based

on sound educational pedagogy namely, constructivism, social

cognition learning model, learning style theory, and brain-based

learning in developing conceptual understanding and other 21st

century skills.

Ben- Hur and Keely stated that Science education must adapt

conceptual changes. Concepts must be learned by thoughtful,

reflective mental activity and cannot be by rote. Teaching for

conceptual understanding involves make learning a long-term,

thinking-centered process; provide for rich, ongoing assessment;

support learning with powerful representations; and pay heed to

developmental factors.

This suggests direct involvement of every student in the

learning process. In particular, The American Chemical Society

(ACS)and Cherry highlighted hands-on laboratory strategies as an

effective way in developing learner’s critical thinking and

allows the them to be exposed directly to learning materials and

real-life situations. It also develops student’s positive

attitude towards Science.

Additionally, Bissenbayeva, gave emphasis on the features of

competent-focused tasks which is characterized by having a

practical-focused character, relevance and timely assessment.

Williamson, argued conceptual teaching puts an emphasis on

students’ ability to explain relationships, to predict outcomes,

to visualize/explain particle behavior, and to understand the

macroscopic, particulate, symbolic, and mathematical levels.

Teacher may use a number of effective teaching strategies to help

students understand chemical phenomena in different levels.

In consonance with the effects of teaching strategies in

improving student’s conceptual understanding the study of

Townsend and Colangelo, et al on the impact of hands-on

laboratory method shows how it improves teacher and student’s

interest towards the subject. Prabhar presented views on the

important roles of science teachers in the conduct of laboratory

experimentation.

On the other hand, Wangdi, Moore and Farooq believed that

demonstration strategy is an effective way of teaching Science

lesson. They also presented its components and principles that

make demonstration method systematic and advantageous. However,

since demonstration method is not learning by doing, they pointed

out that teacher should be good in getting the attention of the

students and in using concrete materials as well as local

resource. These claims were strengthened by the findings of

Ekeyi, Basheer, Ramadhani and Giridharan, et al and Iline stating

effectiveness and limitations of demonstration method in teaching

various disciplines or areas.

Furthermore, Almroth in his case study asserted that

students were able to gain a deeper understanding of the subject

matter and specific mechanisms, normally attributed to the

expository design. Similarly, the studies of Fresnido and Ceniza,

showed that computer simulated laboratory application and physics

education technology are effective ways in in improving learners’

conceptual understanding. They also disclosed the idea that there

could be varied teaching methodologies in and innovations that

can be used to improve student’s conceptual understanding in

science.