Problem Posing Inquiry Approaches in Enhancing the Learners’ Scientific Discovery Process Skills

Melvin G. Hernandez1, Elisa N. Chua, PhD.2
Col. Lauro D. Dizon Memorial National High School, Department of Education1, Laguna State Polytechnic University San Pablo City Campus2

DOI: https://doi.org/10.54476/iimrj337

 

ABSTRACT

 

Learning science is a bit technical, scientific, as well as complex. Understanding scientific processes, through a certain teaching method was the central theme of this investigation. The purpose of this study was to examine the use of Problem Posing Approaches in teaching science and its effect to Science Discovery Process of Grade 10 learners at Col. Lauro D. Dizon Memorial National High School, San Pablo City during the Academic Year 2018-2019. The study utilized the pretest-posttest experimental design. Three heterogeneous groups of Grade 10 students were used; the first group was exposed to free-structured problem posing, the second to semi-structured problem posing and the third group to structured problem posing. Students in the experimental group were matched and paired in accordance to their second grading grades before the execution of the test. The research findings indicated that the pre-test scores of the students who were subjected to problem posing approaches had almost the same level of prior knowledge and proficiency skill in science at the start of the study. Meanwhile, the post test scores revealed that majority of the students improved their level of performance after the implementation of the said approach. In addition, since the posttest scores were higher than pre-test scores, high mean gain scores were also observed and noted. The difference between the mean pre-test scores of the students from the experimental groups was all marked as “Not Significant.” Likewise, there was no significant difference in the mean posttest scores of the students in all components of scientific discovery process. However, the mean difference in the pretest and posttest scores among the three experimental groups was found “significant”.

Keywords: problem posing, inquiry approach, scientific discovery process, science education

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