Teachers' Implementation of Socio-Scientific Issues-Based Approach in Teaching Science: A Needs Assessment

Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: [email protected]; e-mail: [email protected]; Web site: http://www.jotse.org/index.php/jotse

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13

Foreign Countries; Science Teachers; Science Instruction; Teaching Methods; Science and Society; Science Education; Needs Assessment; Science Curriculum; Curriculum Implementation; Instructional Materials; Specialization; Readiness

2014-5349
2013-6374

This study made a preliminary attempt to conduct a needs assessment of teachers' utilization of the SSI-based approach in teaching Science by exploring Filipino teachers' awareness, perceived need, readiness, and willingness. It also aimed to determine which among the demographic profiles of the teachers had significant differences in their perceived need and readiness. A needs assessment using a quantitative survey research design was used in this study. The data-gathering procedure was done using a validated online survey questionnaire with a Cronbach alpha of 0.89. A total of 124 science teachers participated in this study throughout the two-week implementation. Descriptive and inferential statistics were used to analyze the data gathered from this study. Results revealed that more than fifty percent of the teachers were highly aware of the SSI-based approach and perceived the need for its implementation in science classes. Teachers were also willing to participate in an SSI training program to learn more about it and develop their own SSI-related materials. Furthermore, gender and specialization significantly differed in teachers' perceived needs, while specialization significantly differed in readiness. Results obtained from this study can be used as a basis for exploring teachers' perceptions and views of implementing the SSI-based approach.

As Provided

2024

EJ1418467