THE USE OF

DISCREPANT EVENT
IN TEACHING
CHEMISTRY 7
STATEMENT OF THE
PROBLEM:
This study aims to assess the effectiveness of the use of discrepant in teaching

chemistry with the purpose of preparing instructional guide in the used of discrepant

events that will help teachers in the application of discrepant events in teaching

science.

Specifically, it aims to answer the following questions:

1. What is the level of conceptual understanding of the students on chemistry

before and after instruction relative to the following teaching conditions:

1.1 with the use of discrepant events

1.2 without the use of discrepant events.

2. Is there are a significant difference on the student level of conceptual

understanding expose to and absence of discrepant events?

3. How effective is the used of discrepant events in developing

conceptual understanding of the students?

4. How do the students describe their learning experiences with

discrepant event strategy?

5. What instructional guide can be made that will help teachers in the

application of discrepant events in teaching science?

 CONCEPTUAL FRAMEWORK

There will be two groups of students involved- the experimental

group that will be exposed to discrepant event strategy and the
control group that will be exposed to traditional lecture method.

The independent variables will be the mode of instruction,

namely the discrepant event strategy and the traditional lecture
method.

The dependent variable will be the student’s level of conceptual

understanding.
RESEARCH PARADIGM
MODE OF INSTRUCTION
• Discrepant Event Strategy
• Traditional Lecture Method
STUDENT’S LEVEL OF
CONCEPTUAL
UNDERSTANDING
PRETEST
• Initial Level of Conceptual
Understanding
• Pre- Instructional
Alternative Conceptions
POSTTEST
• New Level of Conceptual
Understanding
• Post- Instructional
Alternative Conceptions
• Conceptual Change