Research Interests

Scientific Argumentation, Inquiry-based Learning, and Metacognition as Innovative Pedagogies in the Post-COVID Science Education

The unprecedented challenges posed by the pandemic have prompted science teachers to reimagine the delivery of science education, which necessitates innovative pedagogies to support students’ attainment of meaningful learning outcomes. As a teacher-researcher, I have an essential role in such aspect by simultaneously improving pedagogical practices and generating knowledge through action research.

My previous works focused on integrating research-based pedagogies in science education: scientific argumentation, inquiry-based learning, and metacognition. I looked into how these pedagogies ran in synergy to improve the quality of teaching and learning environments. Scientific argumentation is a discursive process aiming to establish relationships among ideas and evidence. Although numerous studies have shown its positive effects in teaching and learning, developing an effective learning environment that promotes a culture of scientific argumentation remains a challenge for science teachers. Moreover, this pedagogy has yet to be investigated and known in the local context. Meanwhile, metacognition is linked to the individual’s awareness of knowledge and thought processes regarding his or her learning and has been found to be requisite to successful learning. Finally, inquiry-based learning is rooted in scientific inquiry as a way of asking questions and investigating natural phenomena.

Regarding my proposed dissertation topic, it is my profound interest to extend the literature and improve my pedagogical practices through action research. In the post-COVID-19 where a blended learning environment will continue to exist, it is imperative to look into how metacognition could be effectively afforded to and developed among students. In addition, since the pandemic has limited teaching-learning interactions, it is essential to explore how student-centered pedagogies-- scientific argumentation and inquiry-based learning, could provide meaningful opportunities to cultivate students’ scientific understanding, inquiry, and thinking skills.

Furthermore, I am interested in investigating how students’ understanding and awareness of relevant socio-scientific issues (SSIs) can be effectively promoted within a blended learning environment through the adaption of the aforementioned pedagogies. SSIs tackle important issues or concerns in the community; one of which is climate change. Apart from the COVID-19 pandemic, climate change is an equally global threat that affects the environment and all facets of life; hence, its integration in classroom instruction is of great importance. Through such innovative pedagogies, it is my vital role as a science teacher to foster students’ fundamental understanding, environmental attitudes, and behaviors as critical components of environmental literacy.

Equipped with knowledge and skills from the Doctor of Philosophy in Science Education (Biology) program under the DOST-CBPSME scholarship, I hope to contribute to the advancement of science education through translating such research interests of mine into practice.